14组Task-Based Language Teaching.ppt

task-basedlanguageteaching,group14：高燕平王丽,contents,1.definition2.theoreticalbackground3.theprocedureoftask-basedlanguageteaching3.1pre-taskphase3.1.1threepurposes3.1.2someoptions3.2while-taskphase3.2.1task3.2.2planning3.2.3report3.3post-taskphase3.3.1analysis3.3.2practice4.advantagesanddisadvantages,1.definition,whatistask-basedlanguageteaching?tbltisaninstructioninwhichlearnersaregiventaskstocompleteintheclassroommakingtheassumptionthattransectingtasksinthiswaywillengagenaturalisticacquisitionmechanismsandcausetheunderlyinginter-languagesystemtobestretchedanddrivedevelopmentforward.（krashen),2.theoreticalbackground,task-basedlanguageteaching(tblt)isderivedfromcommunicativeapproach.theprimarytheoryoflearningunderlyingtbltcanbedatedbacktokrashenslanguageacquisitiontheory.socialconstructivismtheorybelieveslearninganddevelopmentaresocialandcooperativeactivities.,3.theprocedureoftask-basedlanguageteaching,threephasesinatask-basedlesson:3.1pre-taskphase3.2while-taskphase3.3post-taskphase,3.1pre-taskphase,theteacherintroducesthetopicandgivesthestudentsclearinstructionsonwhattheywillhavetodoatthetaskstageandmighthelpthestudentstorecallsomelanguagethatmaybeusefulforthetask.thepre-taskstagecanalsooftenincludeplayingarecordingofpeopledoingthetask.,3.1.1threepurposes:-tointroducenewlanguagethatlearnerscanusewhileperformingthetask;-tomobilizeexistinglinguisticresources;-toeaseprocessingload,andtopushlearnerstointerprettasksinmoredemandingways.,3.1.2someoptionsallowthestudentstimetoplan.provideamodel.doasimilartask.pre-teachkeylinguisticitems.,3.2while-taskphase,3.2.1taskthestudentscompleteataskinpairsorgroupsusingthelanguageresourcesthattheyhaveastheteachermonitorsandoffersencouragement.,3.2.2planningstudentsprepareashortoralorwrittenreporttotelltheclasswhathappenedduringtheirtask.theythenpractisewhattheyaregoingtosayintheirgroups.meanwhiletheteacherisavailableforthestudentstoaskforadvicetoclearupanylanguagequestionstheymayhave.,3.2.3reportstudentsthenreportbacktotheclassorallyorreadthewrittenreport.theteacherchoosestheorderofwhenstudentswillpresenttheirreportsandmaygivethestudentssomequickfeedbackonthecontent.,3.3thepost-taskphase,3.3.1analysistheteacherthenhighlightsrelevantpartsfromthetextforthestudentstoanalyse.theymayaskstudentstonoticefeatureswithinthistext.theteachercanalsohighlightthelanguagethatthestudentsusedduringthereportphaseforanalysis.,3.3.2practicefinally,theteacherselectslanguageareastopractisebasedupontheneedsofthestudentsandwhatemergedfromthetaskandreportphases.thestudentsthendopracticeactivitiestoincreasetheirconfidenceandmakeanoteofusefullanguage.,4.advantagesanddisadvantages,4.1advantagestbltofferstheopportunityfornaturallearninginsidetheclassroom.itcanstimulatestudentsinterestandcultivatetheirmotivationinlanguagelearning.itprovidesstudentswithopportunitytofocusnotonlyonlanguagebutalsoonthelearningprocessitself.oneofitsgoalsistocultivatestudentslearningability.,4.2disadvantagesbeginningwithproduction,tbltmightweakentheinputandlanguageformpractice.itisverydifficultforthedesignerstoselect,gradeandsequencethetasksscientifically.itmaybenotappropriatetorega