英语教学法41550

.,1,Task-BasedLanguageTeaching任务型语言教学,.,2,Task-BasedLanguageTeaching任务型语言教学,1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.WhydoweuseTBLT?5.TaskAnalysis6.PlanningClassroomWork7.Principlesoftaskdesign8.PerformanceAssessmenttheymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.,.,18,什么不是任务,Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchasDescribethepictureusingthewordsandphrasesfromthelistbeloworAskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike?Yes,Ido/No,Idont.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.,.,19,Role-playactivities,Veryofteninrole-playsituationsthereisnoactualoutcomeforstudentstoachieve,otherthantoenacttheirroles.Studentshavetothinkofsuitablethingstosaytoeachother,buttheyareunlikelytobeexchangingrealmeaning.JaneWillis,.,20,课堂任务的示例：listeningtoaweatherforecastanddecidingwhattowear任务的结果：Thelearnerwilllistentoaweatherforecastandidentifythepredictedmaximumtemperaturefortheday.练习的结果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.,.,21,Theessentialdifferencebetweentaskandexercise,TaskTaskhasanonlinguisticoutcomeExerciseAnexercisehasalinguisticoutcome任务活动与语言练习有着本质的区别。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养，重视学习者在完成任务过程中的参与和在交流活动中所获得的经验。(Seeexamplebelow),.,22,Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing-itisprimarilyengaginginmeaningthatthelearnerssystemisencouragedtodevelop.(LongandCrooks1993),.,23,WhydoweuseTBLT?,Thetaskswillengagestudents,challengethem,andallowforcontingentinteraction.AccordingtoCsikszetmihalyi(1993:xiv)Theyhaveconcretegoalsandmanageablerules.Theymakeitpossibletoadjustopportunitiesforactiontoourcapacities.Theyprovideclearinformationabouthowwellwearedoing.Theyscreenoutdistractionsandmakeconcentrationpossible,.,24,Meaningandform,Themeaningversusform(orfluencyversusaccuracy)debateisnolongeradiscriminatingfactoramongteachingapproachesbecausemeaningandformareassumedtobeessentialforlearning(e.g.,Long,1991;Long2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25),.,36,GagnesTaxonomy.Threetypesoftasksorobjectives:knowledge,skills,orability.(Ataxonomyisahierarchicalclassificationschemethatorganizesobjectsorphenomenaintocategories.),.,37,Planningthefinaltasks,Finaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.,.,38,Finaltasksinwhichthestudentsintheclassroominteract,Thereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybodysbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyonwhodoesthehouseworkathome?,.,39,Enablingtasks,Theyactassupportforcommunicationtasks.Theirpurposeistoprovidestudentswiththenecessarylinguistictoolstocarryoutacommunicationtask.Theycanbeasmeaningfulaspossible,theirmainfocusisonlinguisticaspects(grammar,vocabulary,pronunciation,functions,discourse)ratherthanonmeaning.Theyareovertlanguagelearningexperiences,whoseaimistoenablestudentstocommunicateassmoothlyandeffectivelyaspossible.,.,40,Sometypesofclassroomworkthatmaybeclassifiedasenablingtask,a.Presentationofnecessarynewlanguage(functions,grammar,vocabulary,phonology,discoursefeaturescheckingthatthenewlanguagehasbeenunderstoodb.Controlledpre-communicationpracticeorawareness-raisingtasksusuallyfocusedonaccuracy,.,41,CommunicationTasks,Acommunicationtaskisapieceofclassroomworkduringwhichlearnersattentionisprincipallyfocusedonmeaningratherthanform,thatisonwhatisbeingexpressedratherthanonthelinguisticformsusedforexpressingit.Asfaraspossible,resemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.Asfaraspossible,resemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.,.,42,Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10),.,43,Categoriesoflearnedcapabilities(orobjectives):,Intellectualskillssubdividedintodiscriminations,concepts,andrulesProblemsolvingcombiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategiesskillsinmanagingoneslearningandthinkingprocessesVerbalinformationmemorizationoffactsandbodiesofinformationMotorskillsexecutingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudesanemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”),.,44,Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.,.,45,MerrillsInstructionalcomponents.(1983)Tasksincludedremember,use,andfind.Contentincludedfacts,concepts,rules,andprinciples.(Factscanonlyberemembered,butconcepts,rules,andprinciplescouldbeused(applied)orfound),.,46,Planningclassroomwork,Threefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands,.,47,Tasktrainingsequence,describetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcues,.,48,teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse(Miller,1962)(p41),.,49,ThreePedagogicalGoalsforTask-basedApproaches,Accuracy准确程度Accuracyconcernshowwelllanguageisproducedinrelationtothetargetlanguage,.,50,Complexity综合程度Complexityconcernstheelaborationorambitionofthelanguagewhichisproduced.Howfardolearnersrelyonprefabricatedphrasesandestablishedroutines,andhowfardotheyneedtoexpandtheirlanguageresourcestomeetthecommunicativechallenge?,.,51,Fluency流利程度Fluencyconcernsthelearnerscapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation.Itislikelytorelyuponmorelexicalizedmodesofcommunication,asthepressureofrealtimespeechproductionaremetonlybyavoidingexcessiverule-basedcomputation(skehan1994),.,52,Principles:Theauthenticityprinciple言语、情境真实性原则,Thelinguisticdatathatlearnersworkwithareauthentic.Therelationshipbetweenlinguisticformandcommunicativefunctionarecleartothelearner.任务的设计要提供给学习者明确、真实的语言信息。学习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。,.,53,Theform-functionprinciple形式-功能性原则,Teachinglanguageinwaysthatmakeformandfunctionrelationshipstransparent任务的设计注重形式和语言功能的结合。旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。,.,54,Thetaskdependencyprinciple任务的阶梯性原则,Aseriesoftasksinalessonorunitofworkformsakindofpedagogicalladder,eachtaskrepresentingarungontheladder,enablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务向高级任务以及高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。,.,55,Learningbydoing做中学原则,Learningbydoingmotivatesstudentstofulfilltheirpotential.Learnersmasterthelanguagebyusingitcommunicativelyintheclassroom,althoughtheystillhavetolearngrammarandmemorizevocabulary.自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。,.,56,Goodlearningtasksshould:1enablelearnerstomanipulateandpracticespecificfeaturesoflanguage2allowlearnerstorehearse,inclass,communicativeskillstheywillneedintherealworld3activatepsychological/psycholinguisticprocessesoflearning4besuitableformixedabilitygroups5involvelearnersinsolvingaproblem,comingtoaconclusion,.,57,6bebasedonauthenticornaturalisticsourcematerial7involvelearnersinsharinginformation8requiretheuseofmorethanonemacroskill9allowlearnerstothinkandtalkaboutlanguageandlearning10promoteskillsinlearninghowtolearn11haveclearobjectivesstatingwhatlearnerswillbeabletodoasaresultoftakingpartinthetask12utilizethecommunityasaresource,.,58,13givelearnersachoiceinwhatwaytheydoandtheorderinwhichtheydoit.14involvelearnersinrisk-taking15requirelearnerstorehearse,rewriteandpolishinitialefforts16enablelearnerstoshareintheplanninganddevelopmentofthetask17havebuiltintothemameansofevaluatingthesuccessorotherwiseofthetask#,.,59,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,.,60,Tasktypes任务的类型,ClosedtaskonesinglecorrectanswerorarestrictednumberofcorrectanswersOpentasknosinglecorrectanswerCoretaskExtendedtask,.,61,PerformanceAssessmentandTask-BasedLanguageTeaching,Alearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceexhibitedbysomeonewhohasdevelopedtheskillswhichenablethatoutcomesomeonewhohasacquiredarulecanapplytheruletosolveproblems.Theexternalperformancesindicatetheinternalcapabilityacquiredbythelearner.,.,62,Task-BasedAssessment,Performanceassessmentisdefinedassystematicattempttomeasurealearnersabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982)Itseemsthattaskaccomplishmentistheultimatefocusforevaluati