monic unit2 _Task-based_Language_Teaching(2009).ppt

unit 2 part 2 task-based language teaching 任务型语言教学,i. revision,1) what are the differences between the traditional foreign language teaching and language use in real life? 2) what is the ultimate goal of foreign language learning? 3) how can we bridge the big gap between these two?,ii. task-based language teaching,besides clt, there has been another language teaching approach which has become more and more popular from late 1980s, that is, task-based language teaching (tblt).,“tblt” is a further development of clt. it shares the same beliefs, as language should be learned as close as possible to how it is used in real life. “tblt” has stressed the importance to combine form-focused teaching with communication-focused teaching.,2.1 what is the relationship between tblt and clt?,what is a task?,running dictation!,2.2 definition of task,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 shoes, borrowing a library book, taking a driving test, making an airline reservation, writing a check, finding a street destination, etc.,what people do in everyday life:,tasks,a task is an activity or action which is carried out as the result of processing or understanding language ( i.e. as a response). (richards, platt and weber 1986:289) 任务=人们在学习、理解、体会语言之后所开展的活动。,2.3 four components of a task,a purpose a context a process a product,2.3 four components of a task,a purpose : information gap, needs to communicate a context: to be real, simulated or imaginary but involves sociolinguistic issues,2.3 four components of a task,a process: learning strategies, such as problem solving, reasoning, inquiring, conceptualising, communicating a product: outcomes, either visible(a written plan, a play, a letter, etc)or invisible(enjoying a story, learning about another country),task,purpose,context,process,outcome,meaning,communicative,authenicity,2.4 what are not tasks?,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. where there is no outcome or purpose other than practice of pre-specified language.,tasks,exercises,focus,situation,outcome,language,error,form,meaning,language activity performance,real-life situation,correct form,accomplishment of task,practice of assigned form,form and content,immediate correction,delayed correction,check if they are tasks or not:,study the following four activities carefully and decide which task appeals to you most. why?,group work,check if they are tasks or not:,activity 1: dangerous moment.,activity 2:asking for help.,purpose , context , process, outcome/product,focus on form , meanings predetermined, no outcome.,activity 3: going shopping,activity 4: tell a story,focus on form, no information gap , no product,only a language practice activity,one student prepare the story the other arrange picutres in the right order,task-based language teaching (tblt) refers to an approach based on the use of tasks as the core unit of instruction in language.,2.5 definition of tblt,任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。,陈 琳 王 蔷 程晓堂（2002：104-105）,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。,转引自张琳琳（2004）,four dimensions of teaching and learning tasks represented by the “four eyes” : involvement (参与), inquiry (探究), induction(归纳), incorporation (整合).,tblt,incorporation,induction,inquiry,involvement,learning then using,learning by using,learning for using,learning by doing,doing things with(by) language,rod ellis,1. tblt offers the opportunity for “natural” learning inside the classroom.,2. it emphasizes meaning over form but can also cater for learning form.,3. it is intrinsically motivating.,4. it is compatible with a learner-centered educational philosophy.,5. it can be used alongside a more traditional approach.,1.pre-task phase; 2.while (during) -task phase; 3.post-task phase,2.6 three phases in a task-based lesson,introduce to topic and task,task cycle,task planning report,language focus,analysis review,pre-task,willis model for task-based instruction (willis, 1996:127),long 1991,a genuine need to use language,outcome drafte/rehearse free excahnge,from fluency to accurancy,pre-task phase:,three purposes: -to introduce new language that learners can use while performing the task; -to mobilize existing linguistic resources; -to ease processing load, and to push learners to interpret tasks .,some options: allow the students time to plan. provide a model do a similar task pre-teach key linguistic items,pre-task phase:,while-task phase:,some options: set a time for completing the task. product to achieve. consider appropriateness and accurancy. prepare to go public,the post-task phase:,three major pedagogical goals: - to provide an opportunity for a repeating performance of the task（提供再做任务的机会） - to encourage reflection on how the task was performed（反思任务是怎样完成的） - to encourage attention to form（关注语言的形式）,breen(1987:25) suggest that teachers need to adresse four sets of questions when designing tasks: what is the objective of the task? what is the content of the task? how is the task to be carried out? in what situation is the task to be carried out?,2.7 how to designe tasks,five steps: 1. think about ss needs, interests and abilities. 2. communicative and goal-oriented tasks 3. evaluate the list: educational value, appropriateness, suitable resources, time available 4. language items 5. preparing materials,2.7 how to designe tasks,2.8 appropriateness of tblt in the chinese context?,a. beginning with production, tblt might weaken the input and language form practice.,b. it is very difficult for the designers to select, grade and sequence the tasks scientifically. c. it neglects the differences between different cultures.,tblt places a high demand on the teachers and classroom conditions (the teachers english proficiency, the big class size, the limited class time, the lack of language situation, the test-oriented language learning, the assessment system,etc.).,proper attitude toward tblt,wed better acquire a compromise viewpoint. an eclectic klktkmethod can be more workable and practical in the chinese context. we should adapt tblt to our concrete conditions. we cannot copy it mechanically. tblt is not the only feasible way for the foreign language teaching in our country.,任务型教学代表了西方重视输出的语言学习文化，其引进和倡导对改变我国传统的英语课堂教学具有重要的借鉴意义。同时还应看到，我国特有的将英语作为外语来学的语言学习环境和条件与西方国家许多英语学习者将英语作为第二语言来学的特定环境和条件有许多不同，加上任务型教学本身的问题和局限，我们对任务型教学的借鉴应该抓住其本质与合理内核，促进其与我国传统外语教学方式相互取长补短，而不是形式上的盲目模仿。,魏永红（2004：163）,homework,what are the limitations of clt and tblt under the chinese foreign language teaching setting?,reference books,魏永红. 任务型外语教学研究认知心理学视角. 上海: 华东师范大学出版社, 2004. skehan, p. 1996. second language acquisition research and task-based instruction, in willis, j. & willis, d. challenge and change in language teaching. uk: macmillan publishers limited. willis, j. 1996. a flexible frramework for task-based learning, in willis, j. & willis, d. challenge and change in language teaching. uk: macmillan publishers limited.,thank you!,activity 1,1). it specifies what is suppos