《任务型语言教学》PPT课件

Task-BasedLanguageTeaching任务型语言教学,人民教育出版社龚亚夫,Task-BasedLanguageTeaching任务型语言教学,1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessmentLong2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25),ThreeTypesofTasks三种任务,Real-world/TargetTasks目标性任务PedagogicalTasks课程目标任务Classroomtasks教学任务,PedagogicalTasksCurriculumobjectives,Moredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.Strategicobjectives,Curriculumandtextbooks,根据课程目标制订分解的任务目标根据分解的任务目标制订分年纪的目标根据分年级的目标制订教科书的分册的和分单元的目标。,Planningthefinaltasks,Finaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.,Finaltasksinwhichthestudentsintheclassroominteract,Thereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybodysbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyonwhodoesthehouseworkathome?,Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10),Categoriesoflearnedcapabilities(orobjectives):,Intellectualskillssubdividedintodiscriminations,concepts,andrulesProblemsolvingcombiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategiesskillsinmanagingoneslearningandthinkingprocessesVerbalinformationmemorizationoffactsandbodiesofinformationMotorskillsexecutingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudesanemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”),Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.,课堂任务的设计,1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuchinformation3Providethemwithreadymadetextexemplifyingasituation,任务可以来自各个方面,Taskscanhavevarietyofstartingpoint.Theymaydrawonlearnersowninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.,Planningclassroomwork,Threefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands,Tasktrainingsequence,describetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcues,teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse(Miller,1962)(p41),Taskfunction:任务型语言教学的功能：toprovideapurposeforaclassroomactivity为课堂活动提供具体、清晰的目标tomakelanguageteachingmorecommunicative使语言教学更具有交际性,Tasktypes任务的类型,ClosedtaskonesinglecorrectanswerorarestrictednumberofcorrectanswersOpentasknosinglecorrectanswerCoretaskExtendedtask,PerformanceAssessmentandTask-BasedLanguageTeaching,Alearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceexhibitedbysomeonewhohasdevelopedtheskillswhichenablethatoutcomesomeonewhohasacquiredarulecanapplytheruletosolveproblems.Theexternalperformancesindicatetheinternalcapabilityacquiredbythelearner.,Task-BasedAssessment,Performanceassessmentisdefinedassystematicattempttomeasurealearnersabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982)Itseemsthattaskaccomplishmentistheultimatefocusforevaluatinghumanperformance.ItfollowsthatL2performanceassessmentandtask-basedapproachestolanguageteachingandassessmentwilllikelyshareagreatlydealoftheoreticalandpracticalcommonground.(Norris1998),Performanceassessmentinvolvesstudentsinperformingtasksthatreflectreal-lifesituationsandchallengesstudentstodemonstratewhattheyhavelearnedbyproducingaproductorperformance.Performanceassessmentsrequirelearnerstousepriorknowledgeandrecentlearningtoaccomplishtasksthatdemonstratewhattheyknowandcando.Thereisadirectlinksbetweeninstructionandassessment.,AFive-stepPlanforSelectingAssessmentTasks,1Establishwhattheteachersspecificinstructionalgoalsarebecauseitisimportantthatthechosenassessmenttaskactuallymatchestheinstructionaloutcome(s)itisdesignedtomeasure.2Identifythespecific,discipline-basedcontentareskillsthatstudentsareexpectedtoattainanddeterminewhetherthetaskadequatelyrepresentsorutilizesthem.,3Insurethatthetaskisfairandfreeofbias,allowingstudenttodemonstratetheirtrueprogressandabilitieswithoutbeingdisadvantagedbysomeextraneouselementinthetask,lackofpriorknowledge,unequalaccesstoresourcesormaterials,andsoforth.