任务型语言教与学

1、Chapter 1,Tasks in SLA and language pedagogy,Introduction,Why mentioned this concept? -using language communicating information - real-time communication,Defining a “task”,Dimensions: scope, perspective,authenticity,language skill, cognitive processes, outcomes,Scope task- meaning-focused exercises-

2、form-focused task- language users exercise-language learners,Perspective designer participants,Authenticity real-world activity real-world task,Language skill oral written,Cognitive processes “comperhending, manipulating, producing, or interacting in the target language” (Nunan 1989) .selecting, rea

3、soning, classifying, sequencing information, and transforming information from one form of representation to another,Outcomes V.S. Aim Outcomes refers to what the learners arrive at when they have completed the task. Aim refers to the pedagogic purpose of the task, which is to elicit meaning-focused

4、 language use, receptive and/or productive.,Criterial features of a task,1.A task is a workplan 2.A task involves a primary focus on meaning 3.A task involves real-world processes of language use 4.A task can involve any of the four language skills 5.A task engages cognitive processes 6.A task has a

5、 clearly defined communicative outcome,Unfocused and focused tasks,? Whats the diference between and why do we need to distinguish these two concepts?,The design features of tasks,Wright (1987): iuput data, output Nunan (1989;48): input, activities, goals Canale (1983): linguistic competence, siciol

6、inguistic competence, discourse competence, strategic competence,Tasks in SLA research,Bilingual Syntax Measure (BSM) (Burt, Dulay, and Hernandez 1973) Interaction Hypothesis (Long 1981 and 1983) Scaffolding, collaborative dialogue (Vygotskian),Tasks in language teaching,Communicative language teach

7、ing Task-supported language teaching Task-based language teaching,CLT aims at giving the learners a authentic communication environment to develop the learners ability in using language. interactional function transactional function (Brown and Yule 1983) weak and strong versions (Howatt;1984),weak v

8、ersion,Stressing the importance of providing learners with opportunities to use English for the purpose of communication (learning to use),strong version,Language is acquired through communication, through communication we can stimulate the development of language system. (using English to learn it)

9、,Chapter 2,Tasks, listening comprehension, and SLA,Introduction,listening = input listening task can be the starting stage for low proficiency learners (beginners) non-threatening (no competition) two types of listening:1. main idea 2. specific / detailed infromation,Listening-to-comprehend,1. The l

10、isteners role Goffman(1981): overhearers( accidentally hear what other people are saying, when they do not know that you have heard) addressees hearers ? I am not quiet sure for the relationship of the above 3 factors in listening?,2. Listening purpose - understand the scripts fully - indeterminate

11、understand the listening scripts,3. The utilization of schematic knowledge Three types of content schemata:general factual knowledge; local factual knowledge; socio-culture knowledge (Andersen and Lynch 1988) Listeners comprehend a text in 3 ways: interpretation; prediction; hypothesis testing,two m

12、odels: top-down down-top,4. The utilization of contextual knowledge Listeners make use of contextual clues in conjunction with their schematic knowledge. Listening comprehend not listening-to-acquire.,5. The collaborative construction of a mental model,6.An interactive model of listening comprehensi

13、on bottom-up processing top-down processing,Listening-to-learn,P45-P49,Researching listening tasks,tasks: interactive / reciprocal non-interactive / non-reciprocal Listen-and-do tasks:1. goal 2.input 3.conditions 4.procedures 5.predicted outcomes Academic listening tasks: note quality the more effec

14、tive they are as communicators, the more opportunities for language acquisition they obtain.,Investigating tasks: a review of the L2 research,Task features: 1) required vs. optional information exchange 2) information gap: one-way vs. two-ways tasks 3) task outcome: open vs. closed tasks,Task implem

15、entation,1) participant role 2) task repetition 3) interlocutor familiarity(students can perform a task with the one who are familiar or not) 4) type of feedback,Chapter 4,Tasks, production and language acquisition,The representation of linguistic knowledge,1) the nature of the faculty for language

16、: UG symbolist and connection theories 2) implicit and explicit knowledge: im.: no aware ex.:aware, verbalize 3) Rule- and exemplar-based linguistic knowledge,Language production,information-processing models(Levelt 1989): three principal components: conceptualizer, formulation, articulation,Product

17、ion and language acquisition,six roles of production three aspects of production: fluency, accuracy, complexity,Task performance and production: a review of the research,Measuring language production analysis of speech unit (AS-unit) The effects of task design variables: 1 the type of input the task

18、 supplies 2 the task conditions 3 the task outcomes,Input variables 1. contextual support 2. number of elements in a task 3. topic Task conditions 1. shared vs. split information 2. task demands,Task outcomes: 1 closed versus open tasks 2 the inherent structure of the outcome 3. discourse modle Task

19、 implementation factor: planning(the effects of online planning/ strategic planning), rehearsal, post-task requirement（10点15分 911）,Chapter 5,Focused tasks and SLA,The psycholinguistic rationale for focused tasks,Skill-building theories and automatic processing .automatic processing involves the acti

20、vation of certain nodes in memory each time the appropriate inputs are present. This activaton is a learned response that has been bulit up through consistent mapping of the same input to the same pattern of activation over many trials.(McLaughlin and Heredia 1996:214) input activate (old knowledge)

21、,restructuring (McLaughlin 1990) U-shaped pattern declarative knowledge （grammar rules taught by teachers） procedural knoeledge(D.K. is automatized, without any thinking) feedback: learn-perform-learn,U-shaped pattern,The skills start out at a high performance level and over time the skills descend

22、to a lower position on the Y-axis. After another period of time the skill once again ascends to a higher position on the y-axis.,immature intuition,mature intuition,Theories of implicit learning,implicit learning (N. Ellis 1994:1) Implicit learning is the learning of complex information in an incide

23、ntal manner, without awareness of what has been learned. unconsciously automatic two stages: intake; acquisition,Designing focused tasks,1. Structure-based production tasks “a task that involves exchange of information and automatized the existing knowledge, a task which makes the target structure n

24、atural, useful or essential “(Ellis, 2003, ）. The role of structure-production tasks in eliciting various question forms in lower proficiency EFL learners was studied by Mackey (1999).,She noted that when the tasks were performed interactively with native speakers, the learners often had difficultie

25、s producing a particular question form. But, if the tasks were persisted, students were able to formulate more target-like and comprehensible question to their interlocutor. The result also indicated that learners who completed the given tasks (story completion, picture sequencing and differences) m

26、anifested clear developmental gains in their production (Ellis, 2003).（ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 5, pp. 1078-1089, May 2015 DOI: /10.17507/tpls.0505.24）,2. Comprehension tasks 1) Input enrichment feature: frequent; salient in the input 2) Inp

27、ut processing Three key components:A. an explanation of a form-meaning relationship eg. He beated me.= I was beaten by him. B. information about processing strategics C. structured-input activities,3. Conscioueness-raising tasks main characteristics of C.R. 1) There is an attempt to isolate a specif

28、ic linguistic feature for focused attention 2) The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature 3) The learners are expected to utilize intellectual effort to understand the targeted feat

29、ure. 4) Learners may be optionally required t verbalize a rule describing the grammatical structure.,C.R.,thesis: raising the consciousness of lexical chunks,A number of studies have investigated whether C-R tasks are effective in developing explicit knowledge of the L2.,Implementing focused tasks,1

30、) Implicit methodological techniques feedback: clarification requests(teachers repeat the knowledeg in the right way)/ recasts(students retell what he has learnt) 2) Explicit methodological techniques pre-emptive(asking a question or check by himself with metacognitive) / responsive focus(negative f

31、eedback),Chapter 6,Sociocultural SLA and tasks,Introduction,A sociocultural theory of mind (SCT) 1. Mediated learning use of some material tool(words card to remember new words) interaction with another person use of symbols (language) Lantolf(2000a):mediation by others in social interaction mediati

32、on by self through private speech mediation by artifacts(technology),2. Verbal interaction and learning 1) to use new language structures and items through collaboration with others(practice) 2) to subsequently engage in more independent use of the structures they have internalized in relatively und

33、emanding tasks(practice makes perfect) 3) to finally use the structures in cognitively more complex tasks(consolidation and production),3. Private speech Ohta (2001b:16): audible speech not adapted to an addressee.(what the speaker says just can be understood by himself) 4. The zone of proximal deve

34、lopment,Individual have difference in ZPD, how the teacher make a standard to give different students help?,5. Scaffolding, collaborative, dialogue and instructional conversations features of scaffolding: 1) recruiting interest in the task 2) simplifying the task 3) maintaining pursuit of the goal 4

35、) marking critical features and discrepancies between what has been produced and the ideal solution 5) controlling frustration during problem solving 6) demonstrating an idealized version of the act to be performed,Activity theory “a unified account of Vygotskys original proposals on the nature and

36、development of human behavior”(Lantolf 2000b:8) Three dimensions of cognition-motives(why), goals(what), and operations(how),Task-based research based on a sociocultural theory of the mind,1.Constructing an activity out of a task task vs. activity orientation(how learners view a task) intersubjectiv

37、ity:In its weakest sense, intersubjectivity refers to agreement. There is intersubjectivity between people if they agree on a given set of meanings or a definition of the situation. goal-directedness and L2 acquisition,2. Tasks as instrument of cognitive change scaffolding and collabrative dialogue

38、metatalk private speech,Chapter 7 Designing task-based language courses,A framwork for task-based course design,sequencing criteria,the revise order of textbook: from lower level to higher level from easy to complex frequency is also important,Classifyng tasks,A pedagogic classification: 1.listing 2

39、.ordering and sorting paring 4.problem-solving 5.sharing personal experiences 6.creative tasks,A rhetorical classification of tasks draws on theories of rhetoric that distinguish different discourse domains in terms of their structure and linguistic properties-narrative, instructions, description, r

40、eports, etc.,A cognitive classification 1. information gap activity encoding the number of different elements or relationships involved 4) context dependency:? 5) familiarity of information:familiar content,Factors relating to task conditions 1) conditions influencing the negotiation of meaning 2) t

41、ask demands 3) discourse mode: monologic or dialogic,Factors relating to task outcomes 1) medium of the outcome 2) the scope of the outcome 3) the discourse domain of the outcome 4) complexity of the outcome,Constructing a task-based syllabus,1. determining goals of the course 2. choosing task types

42、 and themes 3. specifying the teaching context 4. sequencing tasks,Incorporating a focus on form into a task-based syllabus,1.selecting and sequencing linguistic content 2.specifying the linguistic content for developing implicit knowledge 3.specifying the linguistic content for developing explicit

43、knowledge,Chapter 8 The methodology of task-based teaching,A framework for designing task-based lessons,1) supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson 2) asking students to observe a model of how to perform the task (task mode

44、l learning) 3) engaging learners in non-task activities designed to prepare them (vocabulary and grammar learning) 4) strategic planning of the main task performance(no planning / language focus / content focus),Participatory structure,Teacher-class means the teacher is also a participant of the tas

45、k, it will lead a nervous atmosphere in the classroom. 2 & 3 are better than 1, teacher can be the instructor or helper druing the task.,Working on tasks in pairs and groups,advantages: quantity of learner speech can increase/ reduce anxiety/ increase motivation/ increase enjoyment/ increase indepen

46、dence/ increase learning disadvantage:learners prefer tradtional to communicative(Nunan 1989)/ learners find their progress is very little/ limitation of learners oral proficiency,Cooperative learning,1) students orientation to the task 2) individual accountability 3) group composition 4) distributi

47、on of information 5) physical arrangement of students 6) collaborative skills 7) group permanence and cohesion 8) teachers role,Working on tasks in a whole-class context 1. teacher talk: L1 OR L2/ complexity/ quantity of the teachers talk. 2. instructional conversations 3. peer teaching The steps in

48、 an instructional conversation are: 1. Choose a focus. 2. Prepare for the instructional conversation. 3. Begin the conversation. 4. Expand the conversation. 5. Write in learning logs. (1 5 post-task ),Chapter 9 & 10,Assessment and Evaluating of the TBLT,Assessment and Evaluating,Assessment is mainly

49、 used for test whether the students complete the tasks. Evaluating is mainly used for evaluate the task it-self and wether the whole class is successful or not. Assessment 测试 Evaluating 教学评估,Types of language assessment,information-transfer testsinformation-gap,opinion-gap: composition,reasoning gap

50、,The components of a task-based test,1) a task：must have a content an appropriate discourse domain must be activated in the testee被试者. 2) an implementation procedure: planning time（how long will the test lasts） / interlocutor（participants） / 3) a performance measure: direct assessment of task outcomes/ discourse analytic methods / external rating/ self-assessment （a means of assessing the testees performance. (Ellis 2003:286)）,Some problems with task-based assessment,representativeness:how to identify whether the candidates is best or not. authenticiy:whether the t