Unit2-Communicative-Principles-and-TBLT-英语教学法课件

1、Unit 2 Communicative Principles and Task-based Language Teaching交际原则及任务型语言教学Unit 2 Communicative PrincipleTeaching Aims: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching Teaching Aims:

2、To discuss one 2.Teaching Content:Language use in real life vs. traditional pedagogyFostering communication competenceThe implementation of language skillsCommunicative activitiesConclusion: How do we learn language?2.Teaching Content:Language usPart I .1 Language use in real life VS. Traditional pe

3、dagogyIn real lifeIn classrooms(traditional pedagogy)Language is used to perform certain communicative functions (to give directions, to exchange information, to make a complaints,etc.)The teaching focus is often on forms rather than functions.Use all skills, including receptive skills such as liste

4、ning and reading skill, and productive skills such as speaking and writingFocus on one or two language skills and ignore the othersLanguage is always used in a certain contextTends to isolate language from its contextPart I .1 Language use in realPart 1.2 What is communicative competence?Communicati

5、ve competence is a term in linguistics which refers to a language users grammatical knowledge of syntax(句法）, morphology（构词）, phonology（音位） and the like, as well as social knowledge about how and when to use utterances appropriately.The term was coined by Dell Hymes in 1966,reacting against the perce

6、ived inadequacy of Noam Chomskys (1965) distinction between competence and performance.To address Chomskys abstract notion of competence, Hymes undertook ethnographic exploration of communicative competence that included “communicative form and function in integral relation to each other” (Leung, 20

7、05).3 The approach pioneered by Hymes is now known as the ethnography of communication.（交际人种志）Part 1.2 What is communicativeWhat is communicative competence?One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language

8、 forms.The speakers not only have to know functional meaning of the language but also the social context where the message is given.What is communicative competenPart I.2.1 Component of Communicative competenceHedges discusstionLiguistic competence(语言能力）: is concerned with knowledge of the language

9、itself, its form and meaningPragmatic competence（语用能力）: when to speak, when not, what to talk about with whom,when, where and in what mannerDiscourse competence(话语能力): the ability to express or to understand a topic logically and coherently Strategic competence( 策略能力）：the ability to compensate for c

10、ommunication breakdown by searching for other means of expressionFluency （流畅性能力）: the ability to link units of speech together with facility and without strain or inapprociate slowness or undue hesitationPart I.2.1 Component of CommunCanale and Swain (1980) defined communicative competence in terms

11、of four components grammatical competence: words and rules sociolinguistic competence: appropriateness discourse competence: cohesion and coherence strategic competence: appropriate use of communication strategies Canale and Swain (1980) defineConclusionCommunicative competence entails knowing not o

12、nly the language code or the form of language, but also what to say to whom and how to say it approciately in any given situation, including kownoledge of what to say, when, how, where, and to whomThrough the influence of communicative language teaching, it has become widely accepted that communicat

13、ive competence should be the goal of language education, central to good classroom practice. ConclusionCommunicative competPart 1.3 Implication for teaching and learning (Refer to p.19 (textbook)Communicative competenceImplication for language teachingLinguistic competenceTeachers need to help learn

14、ers achiever accuracy in the grammatical forms of the language; pronounce the forms accurately; use stress, rhythm, and intonation to express meaning; build a range of vocabulary; Learn the script and spelling rules; achieve accuracy in syntax and word formationPart 1.3 Implication for teaCommunicat

15、ive competenceImplication for language teachingPragmatic competenceTeachers need to help learners learn the relationship between grammatical forms and functions use stress and intonation to express attitude and emotion; learn the scale of formality; understand and use emotive tone; use the pragmatic

16、 rules of language; select language forms appropriate to topic; listener, or setting, etc.Communicative competenceImplicCommunicative competenceImplication for language teachingDiscourse competenceTeachers need to help learners take longer turns, use discourse marders and open and close conversation

17、s; appreciate and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts; be able to cope with authentic texts;Communicative competenceImplicCommunicative competenceImplication for language teachingStrategic competenceTeac

18、hers need to enabl learners to take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some these;Communicative competenceImplicCommunicative competenceImplication for language teachingfluencyTeachers need to help learners deal with the

19、 information gap of real discourse; process language and respond appropriately with a degree of ease; be able to respond with reasonable speed in real timeCommunicative competenceImplicPart1.4 Principles of Communicative Language Teaching (CLT) 交际语言教学原则CLT also places great emphasis on helping stude

20、nts use the target language in a variety of contexts and places great emphasis on learning language functions( 强调语言在上下文的使用及语言功能的学习）This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be de

21、fined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate.（语言学习的目的是学习交际技能，即恰当运用语言（包括语言本身及社会语言因素）进行交际Part1.4 Principles of CommunicRicahrds and Rodgers suggestionsCommunicative principle （交际原则）Task principle （任务原则）Meani

22、ngful principle （有意义原则）Ricahrds and Rodgers suggestiDavid Nunans (1991) five features of CLT:An emphasis on learning to communicate through interaction in the target language. （强调用目的语进行交际）The introduction of authentic texts into the learning situation.（在学习过程中模拟真实情景） The provision of opportunities fo

23、r learners to focus, not only on language but also on the learning mangagement process. （学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理过程）An enhancement of the learners own personal experiences as important contributing elements to classroom learning. 在课堂学习过程中重视学习者的个人经验An attempt to link classroom language learning

24、with language activities outside the classroom. 课堂学习应与课外活动相结合David Nunans (1991) five featPart1.6 Main features of commuicative activities (also refer to p.22, textbook). Example activitiesRole play Interviews Information gap Games Language exchange Surveys Pair work Learning by teaching Part1.6 Mai

25、n features of commuSix criteria for evaluating Communicative purposeCommunicative desireContent, not formVariety of languageNo teacher interventionNo materials controlSix criteria for evaluating CoCommunicative ApproachLanguage is used in a social context and should be appropriate to setting, topic

26、and participantsStudents should be given an opportunity to negotiate meaning e.g. to try to make them understoodStudents should be able to express their opinions and share their ideas and feelings, i.e. learn to communicate by communicatingCommunicative ApproachLanguageProblems of CLTProblem 1Whethe

27、r it is culturally appropriate ad to meet the needs of learners from different contextsProblem 2Syllabus design and classroom teachingProblem 3Whether such an approach is suitable for all age level of learners or all competence level of learnersProblems of CLTProblem 1Part 2.Task-based Language Teac

28、hing (TBLT): BackgroundMastery of grammarCommunicative syllabuses via. Structural syllabusesPresentation methodology: PPPLearning is promoted by activating acquisition process in learners communicatePart 2.Task-based Language TeaRationale for task-based language teachingTBLT proposes the use of task

29、s as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting L2 learning.Tasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of SLL.Rationale f

30、or task-based languPart 2.Task-based Language Teaching (TBLT)Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.Such ta

31、sks can include visiting a doctor, conducting an interview, or calling customer service for help.Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms.Part 2.Task-based Language TeaTask-based language teaching (TB

32、LT)Stress the importance of focus on form for L2 learning by drawing students attention to linguistic elements, not as discrete items presented to the learner, but as they arise in a meaningful classroom context, only if it is done while maintaining emphasis on meaning, communication and fluency.Tas

33、k-based language teaching (Framework of TBLTApproachTheory of languageTheory of language learningDesignObjectiveSyllabusTypes of learning and teaching activitiesLearner roleTeacher roleThe role of instructional materialProcedureClassroom techniques, practices, and behaviors observed when the method

34、is usedFramework of TBLTApproachTask-based language teaching (TBLT):ApproachTBLT is thus based on a theory of language learning rather than a theory of language structure.Task-based language teaching (ApproachAssumptions about the nature of language to underlie current approaches to TBLTLanguage is

35、primarily a means of making meansMultiple models of language inform TBILexical units are central in language use and language learning“Conversation” is the central focus of language and the keystone of language acquisitionApproachAssumptions about the Assumptions about the nature of learning to unde

36、rlie Communicative Language TeachingTasks provide both the input and output processing necessary for language acquisitionTask activity and achievement are motivationalLearning difficulty can be negotiated and finetuned for particular pedagogical purposesAssumptions about the nature oDesignObjectives

37、Few published( or perhaps, fully implement) examples Examples reflecting goals of TBLTEnglish Language Syllabus in Schools Malaysian(1975)A national, task-based communicative syllabusBroad goal: give all Malaysian secondary school leavers the ability to communicate accurately and effectively in the

38、most common English language activities they may be involved inNational English Curriculum for Nine-year Compulsory Education (2011)DesignObjectivesDesignSyllabusConventional language syllabusTask-based language syllabusSpecifies the tasks that should be carried out by learners within a programDesig

39、nSyllabusTypes of tasks (Nunan)Real-world tasks, which are designed to practice or rehearse those tasks that are found to be important in a need analysis and turn out to be important and useful in the real world.E.g. using the telephonePedagogical tasks, which have a psycholinguistic basis in SLA th

40、eory and research but do not necessarily reflect real-world tasksE.g. information-gap taskTypes of tasks (Nunan)Task TypesBangalore Project: both types of tasks (mentioned above)Examples of representative real-world tasks grouped according to themesTask TypesTypes of learning and teaching activities

41、Willis (1996)Pica, Kanagy, and Falodun (1993)Types of learning and teachingLearner rolesGroup participantMonitorRisk-taker and innovatorLearner rolesTeacher rolesSelector and sequencer of tasksPreparing learners for tasksConsciousness-raisingTeacher rolesThe role of instructional materialsPedagogic

42、materialsRealiaThe role of instructional mateProcedureWilliss recommendationPretaskThe task cycleTaskPlanningReportPosttaskThe language focusAnalysisPracticeProcedureWilliss recommendatiGeneral characteristics a task involves:Focus on exchanging and understanding meanings, rather than on practice of

43、 form or pre-specified forms or patternsThere is some kind of purpose or goal set for the taskThe outcome of the completed task can shared in some way with others.General characteristics a taskGeneral characteristics a task involves:Tasks can involve any or all four skills: listening, speaking, read

44、ing and writingThe use of tasks does not preclude language-focused study at some points in a TBL lessonGeneral characteristics a taskConclusionWhat is a task ( a language learning task )?an activitythat has a non-linguistic purpose or goalwith a clear outcomeand that uses any or all of the four lang

45、uage skills in its accomplishmentby conveying meaning in a way that reflects real-world language useConclusionWhat is a task ( a l任务型教学法的理论基础语言学理论基础系统功能语言学：韩礼德（Halliday)语言学习理论基础当代认知心理学:皮亚杰（Piaget)、布鲁纳（Blunar)社会建构学习理论活动教学论任务型教学法的理论基础语言学理论基础Skehan(1998)的“任务”特征意义是首要的；有某个交际问题需要解决；与真实世界中类似的活动有一定的关系；完成任务是

46、首要考虑因素；根据任务的完成情况评估任务的执行情况Skehan(1998)的“任务”特征意义是首要的；启示：上述关于task的界定，可以看出task首先关注学生如何用语言沟通信息，进行有意义的交际，而不是强调使用何种语言形式；task具有现实中发生的可能性；学生学习的重点在于如何完成任务；评价的标准是学生能否成功完成任务。启示：Nunan（1991）关于任务型教学特征的概括强调通过用目的语相互作用和影响学会交际；将真实文本引入学习环境；为学习者提供既关注语言，又关注学习过程本身的学习机会；强调学习者个人经历在学习中的重要作用；努力使课堂语言学习与课外语言激活联系起来Nunan（1991）关于任

47、务型教学特征的概括强调通过用目的任务型教学法的优点及局限性优点局限任务选择的随意性适应范围的局限性任务是否能取代专项测试任务型教学法的优点及局限性优点Four components of a taskA purposeA contextA processA productFour components of a taskA purFramework for Creating a Task-based Learning Lesson (by Jane Willis)Task CycleTaskPlanningReportPost TaskAnalysis and practiceTBLPre-t

48、askIntroduction to topic and task Framework for Creating a Task-Exercises, exercise-tasks and tasksExercises, exercise-tasks and PPP and TBLTPPP: presentation, practice and productionPresenting the language , practicing it in a controlled way and then using it in a free communication production, e.g. in the audio-lingual methodPPP and TBLTPPP: presentation,PPP: three stages for teaching new languagePresentationFocuses on a single p