On-Task-based-Language-Teaching.doc

山西师范大学（吕梁函授站）本科毕业论文课题名称： On Task-based Language Teaching 姓 名： 刘 利 瑜 专 业： 英 语 年级： 二九级 指导教师： 裴 耀 师 二一一年五月一日Contents1. Introduction2. Definitions of task3. Task design principles 3.1 The authenticity principle 3.2 The form-function principle 3.3 The task dependency principle 3.4 Learning by doing principle 3.5 Scaffolding principle4. The advantages of Task-based Language Teaching5. Limitations of Task-based Language Teaching6. Pedagogical implications7. ConclusionsOn Task-Based Language TeachingAbstract: Task-based language teaching (TBLA) has become a heated topic in second language acquisition and EFL teaching for the past twenty years. It transforms the basic ideas of language use into classroom teaching method and brings in great significance in practice. This paper mainly makes an attempt to explore the advantages and disadvantages of task-based language teaching on the basis of reviewing its development. Furthermore, certain implications are pointed out so as to improve the task-based language teaching in real practice.Key Words: Task-based language teaching；Task,；Implication摘要：过去的20年里，任务型教学在二语习得和英语外语教学中已成为一个热议话题。任务型教学把语言使用的基本理念转化为课堂教学方法，在实践中产生了重要的意义。本文基于追溯这一理论的发展轨迹，着眼于探讨其优缺点；另外，本文指出任务型教学这一理论在实际教学中的启示。关键词：任务型语言教学；任务；启示1. IntroductionTask-based (TBLT) language teaching has slowly emerged since the 1983s to challenge the traditional itemized form-based methodology and it is regarded as one particular development within the boarder communicative approach(Littlewood, 2004). Originally developed by N Prabhu(1987), TBLT is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In task-based learning, the tasks are central to the learning activity. Students perform tasks in English, which involves experience, practice, anticipation, communication and cooperation, thus developing their comprehensive ability of language use in the course of English teaching. That is, all language items are presented to the students in the form of activity. Students learn language by practicing them, so that they can understand and put them into actual use.In the 1990s, task-based got its strong theoretical background. Later different task-based approaches exists, but one underlying principle holds for all the approaches is to place the emphasis firmly on activities or tasks that learners do in class. Willis (1996) offers five principles for the implementation of a task-based approach. They are:1. There should be exposure to worthwhile and authentic language.2. There should be use of language.3. Tasks should motivate learners to engage in language use.4. There should be a focus on language at some points in a task cycle.5. The focus on language should be more or less prominent at different times.In recent years, TBLT has drawn public attention in China. New course books for Middle High Schools, Published by Peoples Educational Press, have also adopted such kind of approach. There are different kinds of tasks for students to achieve. Their minds are in an active state. In order to achieve these tasks, students have to focus on the meaning and try to use the lingual or non-lingual resources. In the process of doing so, they use the language item naturally, creating an internalized environment for language acquisition.Therefore, this important language-teaching mode is gaining more and more popularity and also worth great attention and discussion.2. Definitions of taskWhen we are to talk about the concept of task, the first thing we need to do is to decide just what we mean by the term itself in language learning and teaching. It is quite difficult to define the term “task”. Many researchers have given their explanation or concept of it in a variety of ways.Prabhu（1987）regarded that “A task is an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process.” Nunan（1989）thought “The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.” Also he analyzed the framework of communicative tasks from the following six aspects: 1) goals; 2) input; 3) activities; 4) settings; 5) learner role; 6) teacher role.While, Skehan(1998) defined a task as an activity in which 1) meaning is primary; 2) learners are not given other peoples meanings to regurgitate; 3)there is some sort of relationship to comparable real-world activities ; 4) task completion has priority , and 5) the assessment of the task is in term of outcome.Richards（2001）considers a task as an activity or a goal that is carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy.)From the above varied definitions, we can easily find out at least three basic features of one task: 1) to attain an objective 2) meaning is emphasized; 3) communication-oriented and requiring the language to be used.To sum up, task could be defined basically as follows:A task is an activity that requires learners to use the target language, with meaning at the core, to achieve an objective. However, task is different from activity and exercise. It does not include activities which involve language use 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. And compared with exercise, task has a nonlinguistic outcome while the latter has a linguistic outcome. Skehan (1998) thinks that the information gap is the most important in distinguishing task and exercise. Task usually has the information, but an Exercise doesnt. For example, a teachers explanation or a students copying activity doesnt belong to a task, but an exercise. 3. Task design principles Task is the central to the task-based language teaching. Professor Gong Yafu(2003) lists a few principles on teaching with tasks as following:3.1The authenticity principleThe linguistic data that learners work with should be authentic. Task should provide learners with explicit and authentic information from the real world. The relationship between linguistic form and communicative function are clear to the learner.Also, the language environment and language form need to be coherent with the practical language function and regular pattern so that learners can experience and master language in a real or simulated situation. Also, it is important to combine the tasks with learners personal experience and social life3.2The form-function principle Teach language in ways that make relationships between form and function transparent. Attention must be paid to the combination of linguistic form and function in task design. 3.3 The task dependency principle Tasks should be designed in the order from simplest to the most complex and easiest to the most difficult. A series of tasks in a unit of work or in a semester forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance.3.4 Learning by doing principle The teachers should direct learners to learn language by performing specific activities, to conduct language activities for the special purposes and enjoy the happiness of success through completing certain communicative tasks. Learning by doing motivates students to fulfill their potential and enhance their interest as well as enthusiasm in learning. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary.3.5 Scaffolding principleProper concerns and supports should be given to learners in language teaching, just as scaffold for constructing a building. Language learning is a gradually developing process in which sufficient help given by teacher is significant for learners progress. Scaffolding is a process of setting up the situation to make the childs entry easy and successful and then gradually pulling back and handing the road to the child as he becomes skilled enough to manage it. 4. The Advantages of Task-based Language TeachingTask-based language teaching demonstrates a number of advantages for enhancing language learning. One of them is that it provides an interactive learning environment to promote interactive language learning and the opportunity for authentic use of the target language. Such interactive language learning experience is in congruence with the discourse-based second language acquisition theories which emphasize the role communicative interaction plays in second language learning. Besides, for the students, the authentic material will sustain interest, increase enjoyment and build confidence, enabling students to communicate successfully and fluently.Secondly, Task-based language teaching ensures the learner-centeredness. It challenges the traditional teaching model during which it is always teacher-centered and too much emphasis is laid on linguistic knowledge and grammar. With TBLT, the teacher can designs teaching tasks and get the students involved in the learning activities. So the students may cooperate with each other and think actively by practicing English. Here teacher may be a task-designer, a hierophant, a monitor, or an assess mentor. What role would the teacher play depends on the step of the task. Thirdly, in the course of accomplishing the assigned tasks by the teacher, students are required to cooperate or discuss with each other by communicating frequently, so learning now becomes more active and activities become more communicative, which may improve their ability of cooperative language learning and autonomous learning as well as communication.And also, TBLT combines the input and output properly. Different linguistic features and integration of the four skills (listening, speaking, reading and writing) could be easily acquired by learning by doing. So, TBLT may help enhance learners learning motivation and acquisition of the target language. In addition to that, it may as well develop students language awareness, enabling them to perceive and understand patterns and then apply them in their own speech and writing.5. Limitations of Tasked-based Language TeachingIt is hard to design or select proper tasks, especially for different classes. There are many debates in the field of TBLT. For example, how to choose a task, including the degree of the task complexity, the arrangement of the task, which means tasks are interacted with each other. How can we establish hierarchy to suit the cognitive level of the students? Sometimes it is really a tough problem to deal with.TBLT will be difficult to implement if teachers and learners are lack of creativity, initiative, cooperation and resources. Only when teachers are well trained can TBLT be fully put into practice. They should know clearly about the special role at different stage in the process of classroom teaching. Some teachers are not systematically trained to understand and master task-based methodology. Undoubtedly, conduction of TBLT will not achieve the predicated effect under such condition.Another problem for practicing TBLT is due to the size of class. The final goal of TBLT is to make the students master the knowledge and skills by accomplishing tasks. So the duty of the teacher is not only to ask the students to finish the tasks but to guarantee that they have really learned the language knowledge. Concerning that, there should not be too many students in one class so as for the teacher to control the whole process. But nowadays in China, the majority of classes consist of many students due to the lack of teaching facility. Sometimes, the classroom just looks like a chaos because it is difficult to control such a big class. Under such condition it is really difficult to achieve the ideal goals with TBLT.In accomplishing the task, learners tend to neglect language forms and heavily depend on the communicative strategy. In the course of TBLT, the students are always required to accomplish the tasks by cooperating and communicating with each other. Too much emphasis on communicating in the target language may make students concentrate mainly on the meaning and thus neglect the importance of language forms.Besides, assessment of TBLT can be difficult. The assessments should be multiple. Generally speaking, a combination of teacher assessment, self-assessment and group assessment may best describe the task accomplishment of the students. However, students are different from each other with specific intelligence and interests. But it is impossible to set up absolutely proper criterion, so it is a tough work to evaluate the results of the task accomplishments.6. Pedagogical ImplicationsConsidering the merits and problems about TBLT, we may get some implications to improve the teaching quality as well as students learning ability with the direction of such a teaching model.Give learners more opportunities for language practice in a meaningful setting, in response to the limitations of some English lessons in regular curriculum. We want students to listen, speak, read or write in order to succeed in mastering the contents they are dealing within class with TBLT; students are given the chances to express genuine information, so the learning is real and meaningful.Encourage learners to use language for authentic communication, in which they can increase their motivation to learn English. How can teachers draw the attention of students from structure to meaning of the language? Task-based learning takes up more or less of the students attention. In writing class, for example, if the students are given a series of pictures for just a few seconds and the task is presented as a game. The students have to remember what are shown in the pictures and put them into a relevant theory. As a consequence, the students may pay less attention to the sentence patterns.Select and sequence tasks to achieve balanced goal development. There are certain principles to follow while designing tasks, such as authenticity principle, form-function principle, task dependency principle, learning by doing and Scaffolding principle. Also, it is important that tasks chosen should be of the appropriate level and difficulty, be focused on their aims between fluency, accuracy, and complexity. When the teacher is giving some tasks to the students, he or she should take into account the task complexity. The students will get frustrated when the task is beyond their level. 7. ConclusionGenerally speaking, foreign language teaching is a complex educational process which involves various aspects. Paying too much emphasis will always arouse unilateralism. And so it is with task-based language teaching. It has its