Task-Based Language Teaching任务型语言教学.ppt

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1、Task-Based Language Teaching 任务型语言教学,人民教育出版社 龚亚夫,Task-Based Language Teaching 任务型语言教学,1. Second Language Acquisition and TBLT 2. What is TBLT 3. What Are Tasks? 4. Principles of Task-Based Language Teaching 5. Task Design and Task Analysis 6. Planning Classroom Work 7. Performance Assessment & TBLT,

2、Theoretical Background of TBLT,Language Acquisition Research Social constructivist model of teaching-learning process AAA curriculum theory,What is language acquisition ?,The learning and development of a persons language. The learning of a native or first language is called FIRST LANGUAGE ACQUISITI

3、ON, and of a second or foreign language, SECOND LANGUAGE ACQUISITION. The term “ acquisition” is often preferred to “ learning” because the latter is sometimes linked to a behaviourist theory of learning,Second Language Acquisition Research,“Practice makes perfect” does not always apply to learning

4、grammar. They( students) often fail to use it correctly when expressing themselves freely. This temporary mastery seems to happen when they are paying conscious attention to form, but not when they are trying to communicate and paying attention to meaning. Jane Willis,根据语言习得的规律 1. 语法知识的记忆不能保证语言使用的正确

5、,Knowledge of grammatical rules was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication.David Nunan (1999),2. 语言知识加交际的机会

6、比仅仅讲语法更能提高学生使用语言的流利程度与语法的准确度,Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985)(1985年作了一个实验，实验组教语法，但课外有实践的机会。另一组只讲语法。结果实验组交际能力强。而语法测试的成绩也比单讲语法的班好，虽然他们学的语法少。）,3. 学习者的参与与语言熟练程度的提高关系极大,Learner partici

7、pation in class is related significantly to improvements in language proficiency.Lim (1992),4. 基本上以“交际”为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学都更好,Classrooms that were basically “communicative”for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily

8、 on grammar, and to immersion programs that eschewed explicit grammatical instruction.,5. 当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳程度,Language is acquired as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when lear

9、ners engage in tasks that “push” them to the limits of their current competence.,Four conditions of language learning,Exposure ( rich, comprehensible input, language in use) Use ( of the language to do things, exchange meanings) Motivation ( to process and use the exposure: listen speak and write it

10、) Instruction ( chances to focus on form ),建构主义的理论,知识是由个人自己建构的，而不是由他人传授的。这种建构发生在交往的环境中，是社会互动的结果。 1 注重学生的主体作用，提供语料和语境。不 令其直达结果 2帮助学生理解任务的意义和目标 3 形成控制自己的行为的意识、信心和能力 4 创造适宜的心理环境,Learners learn what is meaningful to them Learners learn in ways that are meaningful to them Learners learn better if they fe

11、el in control of what they are learning Learning is closely linked to how people feel about themselves Learning takes places in a social context through interaction with other people,Constructivisit model of the teaching and learning theory,自我 - 每个人的关注点不同 自择 - 个性、学习策略、做事的方式不同 自主 - 控制进度、学习目标、学习材料 自信

12、- 自我感觉（self-concept)， 自信心 互动 - （ interaction),互动的作用,可以大量增加语言输入可以模拟真实交际的情景可以使学生学会创造性地使用语言,What is Task-Based Language Teaching,Focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves or jointly.(Candlin Nunan 198

13、9),The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. （香港中小学英语大纲

14、）,What are tasks? A task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) 任务是人们在日常生活中所从事的有目的的活动。,painting a fence, dressing a child, filling out a form, buying a pair of s

15、hoes, borrowing a library book taking a driving test making an airline reservation writing a check finding a street destination,What people do in everyday life:,TASKS,1. 任务是有非常明确目的的活动,A piece of work or an activity, usually with a specific objective, undertaken as part of an educational course, at w

16、ork, or used to elicit data for research. ( Crookes, 1986) Tasks are activities which have meaning as their primary focus.,2. 任务与人们日常生活的语言活动相似,Success in the task is evaluated in terms of achievement of an outcome, and tasks are generally bear some resemblance to real-life language use.,3.学习者理解，运用所学

17、语言进行交流的课堂活动,The communicative task is a piece of classroom work which involves learners in comprehending， manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form

18、. David Nunan (1989),4。 任务应该有一个成果,A task should have a non-linguistic outcome. Success in the task is evaluated in terms of achievement of an outcome.,任务就是人们在日常生活、工作、娱乐活动中所从事的各种各样有目的的活动。所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。任务型语言教学把人们在社会生活中所做的事情细分为若干非常具体的“任务”，并把培养

19、学生具备完成这些任务的能力作为教学目标。,狭义任务派,什么不是任务：Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the forms Do you like? Yes, I do/ No, I dont.

20、 where there is no outcome or purpose other than practice of pre-specified language.,Role-play activities,Very often in role-play situations there is no actual outcome for students to achieve, other than to enact their roles. Students have to think of suitable things to say to each other, but they a

21、re unlikely to be exchanging real meaning. Jane Willis,课堂任务的示例：listening to a weather forecast and deciding what to wear 任务的结果： The learner will listen to a weather forecast and identify the predicted maximum temperature for the day. 练习的结果: The learner will listen to an aural text and answer questio

22、ns afterwards on whether given statements are true or false.,The essential difference between task and exercise,Task Task has a nonlinguistic outcome Exercise An exercise has a linguistic outcome任务活动与语言练习有着本质的区别。任务活动所谋求的效果不是一种机械的语言训练。任务是为了达到某个目地而做的事情。任务往往有一个非语言的结果。而语言练习则只注意语言形式的准确。,Success in the ta

23、sk is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. A task-based approach sees the language process as one of learning through doing- it is primarily engaging in meaning that the learners system is encouraged to develop.( Long a

24、nd Crooks 1993),广义任务派,Enabling tasks They act as support for communication tasks. Their purpose is to provide students with the necessary linguistic tools to carry out a communication task. They can be as meaningful as possible, their main focus is on linguistic aspects (grammar, vocabulary, pronunc

25、iation, functions, discourse) rather than on meaning. They are overt language learning experiences, whose aim is to enable students to communicate as smoothly and effectively as possible.,Some types of classroom work that maybe classified as enabling task,a. Presentation of necessary new language (

26、functions, grammar,vocabulary, phonology, discourse features checking that the new language has been understood b. Controlled pre-communication practice or awareness-raising tasks usually focused on accuracy,Communication Tasks,A communication task is a piece of classroom work during which learners

27、attention is principally focused on meaning rather than form, that is on what is being expressed rather than on the linguistic forms used for expressing it.As far as possible, resembles activities which our students or other people carry out in everyday life.,广义任务的定义,A task is an activity that learn

28、ers engage in further the process of learning a language. Williams and Burden (1997),Why do we use TBLT?,The tasks will engage students, challenge them, and allow for contingent interaction. According to Csikszetmihalyi (1993:xiv) They have concrete goals and manageable rules. They make it possible

29、to adjust opportunities for action to our capacities. They provide clear information about how well we are doing. They screen out distractions and make concentration possible,Meaning and form,The meaning versus form (or fluency versus accuracy) debate is no longer a discriminating factor among teach

30、ing approaches because meaning and form are assumed to be essential for learning (e.g., Long, 1991; Long & Robinson, 1998).,A successful pedagogical task:,(a) focuses students attention on the structure of the language by demonstrating that language form contributes to meaning,(b) motivates learners

31、 to heighten the complexity of the linguistic means they use to accomplish task objectives.,A successful task sequence leads learners to:,(a) communicate with limited resources, (b) become aware of apparent limitations in their knowledge about linguistic structures that are necessary to convey the m

32、essage appropriately and accurately, and finally, (c) look for alternatives to overcome such limitations.,Four dimensions of teaching and learning tasks represented by the “four eyes”,involvement 参与 inquiry 探究 induction 归纳 incorporation 合作,The components of a task,目标 （Goals） 信息输入（ Input Data) 语言信息（

33、Verbal data）如：a dialogue, reading passage, etc. 非语言信息（Non-verbal data ）如：picture, etc. 活动 （Activities）,任务型语言教学的特点,1. 强调通过交流来学会交际 An emphasis on learning to communicate through interaction in the target language.2. 将真实的语言材料引入学习的环境 The introduction of authentic texts into the learning situation.,3. 关注

34、语言的本身，也关注学习的过程 Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. 4. 把学习者个人的经历作为课堂学习的重要因素 An enhancement of the learners own personal experiences as important contributing elements to classroom learning.,5. An attempt to link classroom la

35、nguage learning with language activation outside the classroom. 试图把课内的语言学习与社会的语言活动结合起来。( David Nunan 1991),Some characteristics of tasks,Tasks are activities in which students work purposefully towards an objective The objective may be one that they have set for themselves or one which has been set

36、by the teacherThe objective may be language focused, e.g. to discover a rule of grammar or complete an exercise, or content-focused, e.g. to carry out a project or reach a decision through discussion,Task maybe carried out individually or ( more often) in groupsTask may be carried out in competition

37、 with others or ( more often ) in collaborationThe outcome maybe something concrete (e.g. a report ore presentation ) or something intangible ( e.g. a agreement or the solution to a problem,Three Pedagogical Goals for Task-based Approaches,Accuracy 准确程度Accuracy concerns how well language is produced

38、 in relation to the target language,Complexity 综合程度Complexity concerns the elaboration or ambition of the language which is produced. How far do learners rely on prefabricated phrases and established routines, and how far do they need to expand their language resources to meet the communicative chal

39、lenge?,Fluency 流利程度 Fluency concerns the learners capacity to produce language in real time without undue pausing or hesitation. It is likely to rely upon more lexicalized modes of communication, as the pressure of real time speech production are met only by avoiding excessive rule-based computation

40、 (skehan 1994),Principles: The authenticity principle 言语、情境真实性原则,The linguistic data that learners work with are authentic. The relationship between linguistic form and communicative function are clear to the learner.任务的设计要提供给学习者明确、真实的语言信息。学习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。,The

41、 form-function principle 形式-功能性原则,Teaching language in ways that make form and function relationships transparent任务的设计注重形式和语言功能的结合。旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。,The task dependency principle 任务的相依性 原则,A series of tasks in

42、 a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance.学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务向高级任务以及高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。,Learning by doing

43、 做中学原则,Learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary.自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。,Good learning

44、 tasks should: 1 enable learners to manipulate and practice specific features of language 2 allow learners to rehearse, in class, communicative skills they will need in the real world 3 activate psychological/psycholinguistic processes of learning 4 be suitable for mixed ability groups 5 involve lea

45、rners in solving a problem, coming to a conclusion,6 be based on authentic or naturalistic source material 7 involve learners in sharing information 8 require the use of more than one macroskill 9 allow learners to think and talk about language and learning 10 promote skills in learning how to learn

46、 11 have clear objectives stating what learners will be able to do as a result of taking part in the task 12 utilize the community as a resource,13 give learners a choice in what way they do and the order in which they do it. 14 involve learners in risk-taking 15 require learners to rehearse, rewrit

47、e and polish initial efforts 16 enable learners to share in the planning and development of the task 17 have built into them a means of evaluating the success or otherwise of the task #,Task Analysis,Determine the objectives: Determining the final tasks so early in the planning process is the crucia

48、l and most striking factor of the framework. Everything to be done in the unit will derive from the final tasks. This way, we can really say that it is the tasks to be carried out at the end of the unit that generate the language to be used (learnt or recycled) and determine the procedures to be fol

49、lowed.,Two primary purposes for conducting a task analysis:,1) to develop instruction or training to support the learning of tasks identified by the task analysis;2) to develop some form of assessment to determine if learners have learned the tasks in question. In order to develop training and tests that are congruent with the objective (i.e. require the same level of cognitive, affective, or psychomotor performance), the designer needs to know what type of task is being learned. (Jonassen, 1999. p25),