MediationTheoryandTBL中介理论和任务型语言教学.ppt

MediationTheoryandTBLT中介理论和任务型语言教学 罗少茜北京师范大学外语系sheilabj99 Agenda HumanisticapproachMediationtheoryTask basedlanguageteachingandlearningComprehensionknowledgeTBLTdimensionsThreegenerationsoftasksTask basedapproachteachingcycle Humanisticlanguageteaching Humanisticprinciplesofeducation Emphasizetheachievementofstudents fullpotentialforgrowthbyacknowledgingtheimportanceoftheaffectivedimensioninlearningaswellasthecognitivedimension Encouragelearnerstorecognizetheirfeelingsandputthemtousebycaringforandsharingwithothers therebyincreasingtheirownself esteemandtheirmotivationtolearn Ellis respectforauthorityofteachers teachersshouldnotbequestioned positivevalueplacedonsilence emphasisongrouporientationtolearning Flowerdrew 1995 14 teachersvaluedasguideandfacilitator teachersareopenedtochallenge positivevalueplacedonself expressionofideas emphasisonindividualdevelopment Traditional Task based 自我概念 W A Y WhoAreYou 20Sentences Iamagirl I m14 I mfromBeijing Questions thinkofsomecoursethatyoutookasastudent wereyouhavingsomeproblemsinunderstandingthematerial howdidyouovercomethedifficultiesandmakeiteasiertolearn Whatstrategiesdidyouuse identifythecourse whatmadethatcoursedifficult Whichpart whatwasthechallenge Asocialconstructivistmodeloftheteaching learningprocess TeachersLearnersTasksContexts 12种中介特征 适用于所有学习情境 1重要性Significance2超越当前的目的Purposebeyondthehereandnow3让对方明白意图Sharedintention Questionstoconsider Whataremyreasonsforselectingaparticularactivityformystudents Whatsignificance orvalue doesthatactivityholdforthesestudentspersonallyorinawiderculturalsense Howmighttheactivityleadtolearningthatwillbeusefultothestudentsinthefuture HowcanIintroducetheactivitytothestudentsinamannerthatconveysclearlywhatIwantthemtodoandwhy HowcanIensurethatthestudentsareready willingandabletoattemptthetask 学会学习的自我控制 4胜任感Asenseofcompetence5对自己行为的控制Controlofownbehavior6确立目标Goal setting7挑战使学生需要挑战 寻求挑战Challenge8认识变化Awarenessofchange9相信积极的结果Abeliefinpositiveoutcomes Long termgoalsbytheendofthiscourse termIwanttomyplantoachievethisisShort termgoalsthisweekIshall Activity whatIlearned howIperformed difficultiesIstillhave 促进学生的社会化发展 共享Sharing个性Individuality归属感Asenseofbelonging Feuerstein 1991 Theme centeredinteraction ThemeIWe LegutkeandThomas1991 Task basedLanguageTeaching Learning Purpose basedonneedsContent knowledge skillsUse useoftheknowledgeandskills abilityAssessment Task basedLanguageTeaching Learning Nunan 1993 MeaningInvolvementoflearners participationWillis 1996 AnoutcomeandafinalproductSkehan 1998 AproblemtosolveRelatedwithreal world Comprehensionstrategies Threemainsourcesofknowledge Schematicknowledgebackgroundknowledge factual socioculturalproceduralknowledge howknowledgeisusedindiscourse ComprehensionStrategies Contextualknowledgeknowledgeofsituation physicalsetting participants etc knowledgeofco text whathasbeen willbesaidSystemicknowledgesyntactic semantic morphological AndersenandLynch 1988 13 Fourdimensionsofteachingandlearningtasksrepresentedbythe foureyes involvement参与inquiry探究induction归纳incorporation合作 Threegenerationsoftasks Littlewood 2004 Ribe Vidal 1993 Firstgenerationtasks todevelopstudents communicativeabilityinspecifictypeofsituationorareaoflanguage e g informationgap Problem solving thestudentshaveamapofBeijingwithbusandsubwayroutes Theydiscussandselectthebestrouteforgoingfromonepointtoanotheraccordingtoasetofgivenvariables price time distance comfort etc SecondGenerationTasks Posechallengesofabroadernature Todevelopnotonlycommunicationskillsbutalsogeneralcognitivestrategiesofhandlingandorganisinginformation E g Analysingwhatinfo neededinordertocompletethetask Decidingonprocedures Collectinginformation Selectingrelevantdata Presentingdatainaorganisedway analysingprocessandresults ThirdGenerationTasks Thescopewidensfurther communicativeskills cognitivestrategies globalpersonalitydevelopment students personalitythroughtheexperienceoflearningaforeignlanguage Designinganalternativeworld brainstormaspectsofenvironment identifytheneededlanguageandinformation carryoutindividualandgroupresearch discussanddecidethewaystochange presentthetopicandevaluatetheactivity Thetask basedapproachteachingcycle Task selectionTask settingTask monitoringTask checking Tasksinwhichthestudentsintheclassroominteract Thereisatangibleendproduct posters letterstopen friends poolinformationoneverybody sbirthdaysandproduceapostertobekeptintheclassroom Makeaplanforaschooloutingandcarryoutplansandgoonanouting Carryoutaclasssurveyon whodoesthehouseworkathome ATask AsettingAproblemProblem solveingEvaluation Anunforgettableevent StudentATellyourpartneranunforgettableeveninyourlife Describeindetail Anunforgettableevent StudentBListentoyourpartnertellyouabouttheunforgettableexperienceinhis herlife Drawapicturetoshowwhathappenedtoyourpartner Showhim heryourpicturewhenyouhavefinishedit Summary Effectiveperformanceassessmentalwayshas aclearpurposeinmindasuitablelearningenvironmentinvolvestudentbehaviorsthatcanbeeasilyobservedandevaluatedmeanin