任务型教学Task-basedteachingmethodppt课件

,Task-basedteachingmethod,1、Definition,2、Background,3、Advantages&Disadvantages,4、Characteristics,5、Inpractice,1、Definition,Task-basedlanguagelearning(TBLL),alsoknownastask-basedlanguageteaching(TBLT)ortask-basedinstruction(TBI)focusesontheuseofauthenticlanguageandonaskingstudentstodomeaningfultasksusingthetargetlanguage.Suchtaskscanincludevisitingadoctor,conductinganinterview,orcallingcustomerserviceforhelp.Assessmentisprimarilybasedontaskoutcome(inotherwordstheappropriatecompletionoftasks)ratherthanonaccuracyoflanguageforms.ThismakesTBLLespeciallypopularfordevelopingtargetlanguagefluencyandstudentconfidence.,2、Background,Task-basedlanguageteachingwasfirstinventedbyanEnglishlinguistAllwrightinthe1970s,popularizedabroadinthe1980s,andintroducedintoChinainthe1990s.TBLLwaspopularizedbyN.PrabhuwhileworkinginBangalore,Indiacitationneeded.Prabhunoticedthathisstudentscouldlearnlanguagejustaseasilywithanon-linguisticproblemaswhentheywereconcentratingonlinguisticquestions.,Task-basedlanguageteachingcanberegardedasoneparticulardevelopmentwithinthebroader“communicativeapproach”.Itiscurrentlymuchdiscussedinmanypartsoftheworldand,indeed,isrecommendedintheofficialcurriculumdocumentsofagrowingnumberofcountriesandregions.,AdvantagesTask-basedlearningisadvantageoustothestudentbecauseitismorestudent-centered,allowsformoremeaningfulcommunication,andoftenprovidesforpracticalextra-linguisticskillbuilding.Althoughtheteachermaypresentlanguageinthepre-task,thestudentsareultimatelyfreetousewhatgrammarconstructsandvocabularytheywant.,3、Advantages&Disadvantages,6,Thisallowsthemtouseallthelanguagetheyknowandarelearning,ratherthanjustthetargetlanguageofthelesson.Furthermore,asthetasksarelikelytobefamiliartothestudents(eg:visitingthedoctor),studentsaremorelikelytobeengaged,whichmayfurthermotivatethemintheirlanguagelearning.,7,DisadvantagesTherehavebeencriticismsthattask-basedlearningisnotappropriateasthefoundationofaclassforbeginningstudents.Themajordisadvantageforbeginningstudentsisthatthefocusoftask-basedlanguagelearningisonoutput,whenbeginninglanguagelearnersoftengothroughasilentperiodrequiringmassiveamountsofcomprehensibleinput.,Othersclaimthatstudentsareonlyexposedtocertainformsoflanguage,andarebeingneglectedofothers,suchasdiscussionordebate.Teachersmaywanttokeeptheseinmindwhendesigningatask-basedlearninglessonplan.,4、Characteristics,1Tasksareactivitiesinwhichstudentsworkpurposefullytowardsanobjective.2Theobjectivemaybeonethatstudentshavesetforthemselvesoronewhichhasbeensetbytheteacher.3Tasksmaybecarriedoutincompetitionwithotheror(moreoften)incollaboration.4Theymaybecarriedoutindividuallyor(moreoften)ingroups.,10,5Theoutcomemaybesomethingconcrete(e.g.areportorpresentation)orsomethingintangible(e.g.agreementorthesolutiontoaproblem).Themainareaofdisagreementrevolvesaroundtherelationshipbetweentasksandcommunication.Someteachersandwritersdonotseethisrelationshipascrucial.Theydefinealanguagelearningtaskasincludingalmostanythingthatstudentsareasked(orchoose)todointheclassroom,includingformallearningactivitiessuchasgrammarexercisesandcontrolledpracticeactivities,providedtheobjectiveoftheactivityisrelatedtolearningthelanguage.,11,5、Inpractice,Thecoreofthelessonis,asthenamesuggests,thetask.Allpartsofthelanguageusedaredeemphasizedduringtheactivityitself,inordertogetstudentstofocusonthetask.Althoughtheremaybeseveraleffectiveframeworksforcreatingatask-basedlearninglesson,hereisarathercomprehensiveonesuggestedbyJaneWillis.,Pre-taskInthepre-task,theteacherwillpresentwhatwillbeexpectedofthestudentsinthetaskphase.Additionally,theteachermayprimethestudentswithkeyvocabularyorgrammaticalconstructs,although,inpuretask-basedlearninglessons,thesewillbepresentedassuggestionsandthestudentswouldbeencouragedtousewhattheyarecomfortablewithinordertocompletethetask.Theinstructormayalsopresentamodelofthetaskbyeitherdoingitthemselvesorbypresentingpicture,audio,orvideodemonstratingthetask.,Task,Duringthetaskphase,thestudentsperformthetask,typicallyinsmallgroups,althoughthisisdependentonthetypeofactivity.Andunlesstheteacherplaysaparticularroleinthetask,thentheteachersroleistypicallylimitedtooneofanobserverorcounselorthusthereasonforitbeingamorestudent-centeredmethodology.,Planning,Havingcompletedthetask,thestudentsprepareeitherawrittenororalreporttopresenttotheclass.Theinstructortakesquestionsandotherwisesimplymonitorsthestudents.,Report,Thestudentsthenpresentthisinformationtotherestoftheclass.Heretheteachermayprovidewrittenororalfeedback,asappropriate,andthestudentsobservingmaydothesame.,Analysis,Herethefocusreturnstotheteacherwhoreviewswhathappenedinthetask,inregardstolanguage.Itmayincludelanguageformsthatthestudentswereu