陈琳教授TBATrainee任务型教学.ppt

1,实践中的任务型教学 主讲：陈锫 博士 英语应用语言学博士 主持教育部社科项目“中国课堂中的任务型教学”,2,Motivation for the study on TBLT,3,TBLT in the World,TBLT in China,Why TBLT?,4,Top Experts in TBLT,Rod Ellis Task-based language learning and teaching. Oxford: Oxford University Press (2003). Peter Skehan A cognitive approach to language learning. Oxford: Oxford University Press (1998). William Littlewood Task-based learning of grammar. In HK English Advisory Inspectorate (eds.), Teaching and Learning Update, (2000). David Nunan Task-based language teaching. Cambridge: Cambridge University Press (2004).,5,Different definitions given by experts:,Nunan (1989) defines task as: 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 express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end (p.10). Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.,6,meaning is primary there is a goal which needs to be worked towards; the activity is outcome-evaluated; there is a real-world relationship. Skehan, P. (1998). Task- based Instruction. Annual Review of Applied Linguistics 18. 268 86.,To distinguish a task from an exercise, Skehan suggests four defining criteria:,7,Willis (1996) holds that taskbased learning can be regarded as one particular approach to implementing the broader “communicative approach”. The aim of task-based learning is to develop students ability to communicate. Willis, J. (1996). A Framework for Tasked-Based Learning.London: Longman.,8,Five-Category Activities,Non-communicative activities Pre-communicative activities Communicative activities Structured activities Authentic activities,9,The criteria for the design of tasks:,The focus of the task should be on meaning and outcome and not on the language forms to be produced in completing the task. The content of the spoken or written English should be determined by the learner and not controlled by the teacher. The learner has to formulate and produce ideas, information, opinions, etc. There must be negotiation of meaning between speakers, i.e. a learner must be engaged in interpreting meaning from what another learner says and constructing what to say as a response.,10,In order for criterion 3 to function, what a learner hears should not be predictable, i.e. there should be an information or opinion gap. The learner will need to use all his or her existing language resources and take risks with them, e.g. ask for and provide clarification. Teacher intervention to correct should be minimal as this distracts from the message.,11,Practical steps for TBLT,Pre-task Task cycle (while task): Task implementation Planning Reporting Post-task: Analysis Practice,12,Features of authentic assessment,Assessment is based on tasks that demonstrate learners ability to accomplish communication goals. Instructor and learners focus on communication, not on right and wrong answers. The criteria for successful completion of communication tasks are set. Learners have opportunities to assess themselves and their peers,13,Features of task-based assessment,The task-based assess