陈琳教授TBATrainee任务型教学.pptVIP

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,MotivationforthestudyonTBLT,3,TBLTintheWorld,TBLTinChina,WhyTBLT?,4,TopExpertsinTBLT,RodEllisTask-basedlanguagelearningandteaching.Oxford:OxfordUniversityPress(2003).PeterSkehanAcognitiveapproachtolanguagelearning.Oxford:OxfordUniversityPress(1998).WilliamLittlewoodTask-basedlearningofgrammar.InHKEnglishAdvisoryInspectorate(eds.),TeachingandLearningUpdate,(2000).DavidNunanTask-basedlanguageteaching.Cambridge:CambridgeUniversityPress(2004).,5,Differentdefinitionsgivenbyexperts:,Nunan(1989)definestaskas:apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoexpressmeaning,andinwhichtheintentionistoconveymeaningratherthantomanipulateform.Thetaskshouldalsohaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend(p.10).Nunan,D.(1989).DesigningTasksfortheCommunicativeClassroom.Cambridge:CambridgeUniversityPress.,6,meaningisprimarythereisagoalwhichneedstobeworkedtowards;theactivityisoutcome-evaluated;thereisareal-worldrelationship.Skehan,P.(1998).Task-basedInstruction.AnnualReviewofAppliedLinguistics18.26886.,Todistinguishataskfromanexercise,Skehansuggestsfourdefiningcriteria:,7,Willis(1996)holdsthattaskbasedlearningcanberegardedasoneparticularapproachtoimplementingthebroader“communicativeapproach”.Theaimoftask-basedlearningistodevelopstudentsabilitytocommunicate.Willis,J.(1996).AFrameworkforTasked-BasedLearning.London:Longman.,8,Five-CategoryActivities,Non-communicativeactivitiesPre-communicativeactivitiesCommunicativeactivitiesStructuredactivitiesAuthenticactivities,9,Thecriteriaforthedesignoftasks:,Thefocusofthetaskshouldbeonmeaningandoutcomeandnotonthelanguageformstobeproducedincompletingthetask.ThecontentofthespokenorwrittenEnglishshouldbedeterminedbythelearnerandnotcontrolledbytheteacher.Thelearnerhastoformulateandproduceideas,information,opinions,etc.Theremustbenegotiationofmeaningbetweenspeakers,i.e.alearnermustbeengagedininterpretingmeaningfromwhatanotherlearnersaysandconstructingwhattosayasaresponse.,10,Inorderforcriterion3tofunction,whatalearnerhearsshouldnotbepredictable,i.e.thereshouldbeaninformationoropiniongap.Thelearnerwillneedtouseallhisorherexistinglanguageresourcesandtakeriskswiththem,e.g.askforandprovideclarification.Teacherinterventiontocorrectshouldbeminimalasthisdistractsfromthemessage.,11,PracticalstepsforTBLT,Pre-taskTaskcycle(whiletask):TaskimplementationPlanningReportingPost-task:AnalysisPractice,12,Featuresofauthenticassessment,Assessmentisbasedontasksthatdemonstratelearnersabilitytoaccomplishcommunicationgoals.Instructorandlearnersfocusoncommunication,notonrightandwronganswers.Thecriteriaforsuccessfulcompletionofcommunicationtasksareset.Learnershaveopportunitiestoassessthemselvesandtheirpeers,13,Featuresoftask-basedassessment,Thetask-basedassessme