Task-Based-Language-Teaching教学讲解课件

Task-BasedLanguageTeachingTask-BasedLanguageTeachingThreeDimensionsofLanguageTeachingGoal(i.e.‘why’thelanguageisbeingtaught)Content(i.e.‘what’istaught) -TypeAsyllabuses -TypeBsyllabusesMethodology(i.e.‘how’itistaught) -accuracy -fluencyThreeDimensionsofLanguageTGrammarTranslationGoalContentMethodologyAbilitytoreadliteratureintheL2TypeA(listofgrammarrulesandwordstobetaught)Accuracy(i.e.accuratetranslationofL2intoL1)GrammarTranslationGoalContentAudiolingualismGoalContentMethodologyAbilitytocommunicateTypeA(listoflinguisticitemstobetaught)Accuracy(I.e.focusontarget-likeuseoftheL2)AudiolingualismGoalContentMethNotional/FunctionalTeachingGoalContentMethodologyAbilitytocommunicateTypeA(i.e.alistofnotionsandfunctionsAccuracy(i.e.focusontarget-likeuseoftheL2)Notional/FunctionalTeachingGoTask-BasedTeachingGoalContentMethodologyAbilitytocommunicateTypeB(i.e.aseriesofmessage-focusedtasks)Fluency(i.e.focusonmessageconveyance)Task-BasedTeachingGoalContentRationaleforUsingTasksDevelopingimplicitknowledge–learnerscanonlydevelopimplicitknowledgeofasecondlanguageincidentallyasaresultoftheefforttocommunicate.Automatization–learnerscanonlygaininfluencybyattemptingtousetheL2inrealoperatingconditions.

RationaleforUsingTasksDevelDefininga‘Task’Ataskisagoaldirected.Ataskinvolvesaprimaryfocusonmeaning.Theparticipantschoosethelinguisticresourcesneededtocompletethetask.Ataskhasaclearlydefinedoutcome.Defininga‘Task’AtaskisagTypesofTaskUnfocussedtasks a.Pedagogic b.RealworldFocusedtasksTypesofTaskUnfocussedtasksAnExampleofaPedagogicTaskFourstudents–eachhasonepictureanddescribesittotherestoftheclass.Studentsfromtherestoftheclassaskthefourstudentsquestionsabouttheirpictures.Onestudentfromtheclasstriestotellthestory.IfnecessarySteps2and3arerepeated.AnExampleofaPedagogicTaskSomeTypicalPedagogicTasksInformation-gaptasks(e.g.SameorDifferent)Opinion-gaptasks(e.g.Balloondebates)Reasoning-gaptasksPersonaltasksRole-playtasksNote:Taskscanbedialogicormonologic;theycanbeperformedorallyorinwriting.SomeTypicalPedagogicTasksInAReal-WorldTask

Lookatthee-mailmessagebelow.ListentoMr.Pointer’sinstructionsonthetape.Makenotesifyouwantto.ThenwriteasuitablereplytoLesieur.DearMr.PointerPleasesendflightnumber,dateandtimeofarrivalandIwillarrangeforsomeonetomeetyouattheairport.Lesieur.AReal-WorldTaskLookattAFocusedTaskCanyouspotthedifferences?

BAAFocusedTaskCanyouspottheAFocussedTaskCanyouspotthedifference?

ABAFocussedTaskCanyouspotthAFrameworkforDescribingTasksGoalInputConditionsPredictedoutcomes: a.Process b.ProductAFrameworkforDescribingTasTwoApproachestoUsingTasksUsetaskstosupportaTypeAapproach. -task-supportedteaching(TypeA) -weakformofcommunicativelanguageteachingUsetasksasthebasisforteaching -task-basedteaching(TypeB) -strongformofcommunicativeteachingTwoApproachestoUsingTasksUDesigningaTask-BasedCurriculumSelecttasktypesaccordingtogenerallevel.Determinethethemes/topicsofthetasksGradetasksintermsoftaskdifficultySpecifylanguage/skills/texttypesrequiredtoperformthetask.DesigningaTask-BasedCurricuTheMethodologyofTask-BasedTeachingThreephasesinatask-basedlesson:Pre-taskphaseMaintaskphasePost-taskphaseTheMethodologyofTask-BasedThePre-TaskPhaseSomeoptions:Allowthestudentstimetoplan.ProvideamodelDoasimilartaskPre-teachkeylinguisticitemsThePre-TaskPhaseSomeoptionsTheMainTaskPhaseSomeoptions:Whole-classvs.smallgroupworkSetatimeforcompletingthetask.Varythenumberofparticipants.Introduceasurpriseelement.Tellstudentstheywillhavetopresentareporttothewholeclass.TheMainTaskPhaseSomeoptionThePost-TaskPhaseSomeoptions:Studentsgiveareport.Repeattask(e.g.studentsswitchgroups)Consciousness-raisingactivities.ThePost-TaskPhaseSomeoptionFocussingonFormOpportunitiestofocusonformariseintask-basedteaching:Definition:Focusonform…overtlydrawsstudents’attentiontolinguisticelementsastheyariseincidentallyinlessonswhoseoverrridingfocusisonmeaningorcommunication.(Long1991)cf.FocusonformsFocussingonFormOpportunitiesThreeTypesofFocusonFormReactivefocusonform(errorcorrection)Teacher-initiatedfocusonformStudent-initiatedfocusonformThreeTypesofFocusonFormReReactiveFocusonForm:AnExampleT:Whatwereyoudoing?S:Iwasinpub(2)S:IwasinpubT:Inthepub?S:YehandIwasdrinkingbeerwithmyfriend.ReactiveFocusonForm:AnExaDualFocusLearner1: Andwhatdidyoudolastweekend?Learner2: …Itriedtofindapubwhereyoudon’tsee–whereyoudon’tseemanytourists.AndIfindoneTeacher: Found.Learner2: IfoundonewhereIspokewithtwoEnglishwomenandwespokeaboutlifeinCanterburyorthingsandafterIcamebackTeacher: Afterwards…DualFocusLearner1: AndwhatProblemsandSolutionsProblemSolution1.StudentslackproficiencytocommunicateintheL2Deviseactivitiesthatdevelopabilitytocommunicategradually.2.StudentsunwillingtospeakEnglishinclass.Usesmallgroupwork;allowplanningtime;learnertraining3.StudentsdeveloppidginizedlanguagesystemSelecttasksthatdemandfullygrammaticalizedlanguageProblemsandSolutionsProblemProblemswiththeEducationalSystemandSolutionsProblemsSolutions1.Emphasison‘knowledge’learningReviewphilosophyofeducation.2.ExaminationsystemDevelopnewmorecommunicativeexams3.LargeclassesUsesmallgroupwork;developtaskssuitedtolargeclasses.ProblemswiththeEducationalConclusionsTask-basedteachingofferstheopportunityfor‘natural’learninginsidetheclassroom.Itemphasizesmeaningoverformbutcanalsocaterforlearningform.Itisintrinsicallymotivating.Itiscompatiblewithalearner-centrededucationalphilosophy.Itcanbeusedalongsideamoretraditionalapproach.ConclusionsTask-basedteachingTask-BasedLanguageTeachingTask-BasedLanguageTeachingThreeDimensionsofLanguageTeachingGoal(i.e.‘why’thelanguageisbeingtaught)Content(i.e.‘what’istaught) -TypeAsyllabuses -TypeBsyllabusesMethodology(i.e.‘how’itistaught) -accuracy -fluencyThreeDimensionsofLanguageTGrammarTranslationGoalContentMethodologyAbilitytoreadliteratureintheL2TypeA(listofgrammarrulesandwordstobetaught)Accuracy(i.e.accuratetranslationofL2intoL1)GrammarTranslationGoalContentAudiolingualismGoalContentMethodologyAbilitytocommunicateTypeA(listoflinguisticitemstobetaught)Accuracy(I.e.focusontarget-likeuseoftheL2)AudiolingualismGoalContentMethNotional/FunctionalTeachingGoalContentMethodologyAbilitytocommunicateTypeA(i.e.alistofnotionsandfunctionsAccuracy(i.e.focusontarget-likeuseoftheL2)Notional/FunctionalTeachingGoTask-BasedTeachingGoalContentMethodologyAbilitytocommunicateTypeB(i.e.aseriesofmessage-focusedtasks)Fluency(i.e.focusonmessageconveyance)Task-BasedTeachingGoalContentRationaleforUsingTasksDevelopingimplicitknowledge–learnerscanonlydevelopimplicitknowledgeofasecondlanguageincidentallyasaresultoftheefforttocommunicate.Automatization–learnerscanonlygaininfluencybyattemptingtousetheL2inrealoperatingconditions.

RationaleforUsingTasksDevelDefininga‘Task’Ataskisagoaldirected.Ataskinvolvesaprimaryfocusonmeaning.Theparticipantschoosethelinguisticresourcesneededtocompletethetask.Ataskhasaclearlydefinedoutcome.Defininga‘Task’AtaskisagTypesofTaskUnfocussedtasks a.Pedagogic b.RealworldFocusedtasksTypesofTaskUnfocussedtasksAnExampleofaPedagogicTaskFourstudents–eachhasonepictureanddescribesittotherestoftheclass.Studentsfromtherestoftheclassaskthefourstudentsquestionsabouttheirpictures.Onestudentfromtheclasstriestotellthestory.IfnecessarySteps2and3arerepeated.AnExampleofaPedagogicTaskSomeTypicalPedagogicTasksInformation-gaptasks(e.g.SameorDifferent)Opinion-gaptasks(e.g.Balloondebates)Reasoning-gaptasksPersonaltasksRole-playtasksNote:Taskscanbedialogicormonologic;theycanbeperformedorallyorinwriting.SomeTypicalPedagogicTasksInAReal-WorldTask

Lookatthee-mailmessagebelow.ListentoMr.Pointer’sinstructionsonthetape.Makenotesifyouwantto.ThenwriteasuitablereplytoLesieur.DearMr.PointerPleasesendflightnumber,dateandtimeofarrivalandIwillarrangeforsomeonetomeetyouattheairport.Lesieur.AReal-WorldTaskLookattAFocusedTaskCanyouspotthedifferences?

BAAFocusedTaskCanyouspottheAFocussedTaskCanyouspotthedifference?

ABAFocussedTaskCanyouspotthAFrameworkforDescribingTasksGoalInputConditionsPredictedoutcomes: a.Process b.ProductAFrameworkforDescribingTasTwoApproachestoUsingTasksUsetaskstosupportaTypeAapproach. -task-supportedteaching(TypeA) -weakformofcommunicativelanguageteachingUsetasksasthebasisforteaching -task-basedteaching(TypeB) -strongformofcommunicativeteachingTwoApproachestoUsingTasksUDesigningaTask-BasedCurriculumSelecttasktypesaccordingtogenerallevel.Determinethethemes/topicsofthetasksGradetasksintermsoftaskdifficultySpecifylanguage/skills/texttypesrequiredtoperformthetask.DesigningaTask-BasedCurricuTheMethodologyofTask-BasedTeachingThreephasesinatask-basedlesson:Pre-taskphaseMaintaskphasePost-taskphaseTheMethodologyofTask-BasedThePre-TaskPhaseSomeoptions:Allowthestudentstimetoplan.ProvideamodelDoasimilartaskPre-teachkeylinguisticitemsThePre-TaskPhaseSomeoptionsTheMainTaskPhaseSomeoptions:Whole-classvs.smallgroupworkSetatimeforcompletingthetask.Varythenumberofparticipants.Introduceasurpriseelement.Tellstudentstheywillhavetopresentareporttothewholeclass.TheMainTaskPhaseSomeoptionThePost-TaskPhaseSomeoptions:Studentsgiveareport.Repeattask(e.g.studentsswitchgroups)Consciousness-raisingactivities.ThePost-TaskPhaseSomeoptionFocussingonFormOpportunitiestofocusonformariseintask-basedteaching:Definition:Focusonform…overtlydrawsstudents’attentiontolinguisticelementsastheyariseincidentallyinlessonswhoseoverrridingfocusisonmeaningorcommunication.(Long1991)cf.FocusonformsFocussingonFormOpportunitiesThreeTypesofFocusonFormReactivefocusonform(errorcorrection)Teacher-initiatedfocusonformStudent-initiatedfocusonformThreeTypesofFocusonFormReReactiveFocusonForm:AnExampleT:Whatwereyoudoing?S:Iwasinpub(2)S:IwasinpubT:Inthepub?S:YehandIwasdrinkingbeerwithmyfriend.ReactiveFocusonForm:AnExaDualFocusLearner1: Andwhatdidyoudolastweekend?Learner2: …Itriedtofindapubwhereyoudon’tsee–whereyoudon’tsee