18TaskBasedLanguageTeaching任务教学法学习教案

1、会计学118TaskBasedLanguageTeaching任务教任务教学法学法Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.It is presented as a logical development of CLT since it draws on several principles that formed part of the

2、CLT movement from the 1980s. E.g.1.Activities that involve real communication are essential for language learning.2.Activities in which language is used for carrying out meaningful tasks promote learning.3.Language that is meaningful to the learner supports the learning process.第1页/共18页Tasks are pro

3、posed as useful vehicles for applying these principles. Early applications of this approach in Malaysian and Bangalore (班加罗尔，印度南部城市) Projects were short lived, but the role of tasks received further support from research of SLA, without much evidence of success in grammar-focused teaching activities

4、.Engaging learners in task work provides a better context for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place.LL is believed to depend on immersing ss not merely in “comprehensible input” but in tasks that req

5、uire them to negotiate meaning and engage in naturalistic and meaningful communication.第2页/共18页Because of its links to CLT methodology and support from SLA theorists, TBLT has gained considerable attention within applied linguistics, though there have been few large-scale practical applications of i

6、t and little documentation concerning its implications or effectiveness as a basis for syllabus design, materials development, and classroom teaching.第3页/共18页The focus is on process rather than product.Basic elements are purposeful activities and tasks that emphasize communication and meaning.Learne

7、rs learn language by interacting communicatively and purposefully while engaged in the activities and tasks.Activities and tasks can be either: those that learners might need to achieve in real life; those that have a pedagogical purpose specific to the classroom.Activities and tasks of a task-based

8、 syllabus are sequenced according to difficulty.The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.第4页/共18页The notion of “task” is as a c

9、entral unit of planning and teaching. It is an activity or 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:Tasks are activities which

10、 have meaning as their primary focus. Success in tasks I evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So task-based instruction takes a fairly strong view of communicative language teaching.The concept of task first appeared in

11、 the vocational training practices of the 1950s, focusing on training design concerns of the military regarding new technologies and specialties.第5页/共18页As in manual tasks, a similar process of task analysis is needed in curriculum approach, with the following concerns:Analysis of real-world task-us

12、e situationsThe translation of these into teaching tasks descriptionsThe detailed design of instructional tasksThe sequencing of instructional tasks in classroom training/ teaching第6页/共18页The attention of task analysis and instructional design have turned from solo job performance on manual tasks to

13、 team tasks, for which communication is required. There are 4 major categories of team performance function:Orientation functions (定位功能)Organizational functions (组织功能)Adaptation functions (适应功能)Motivational functions (动力功能)第7页/共18页Though TBLT is primarily motivated by a theory of learning, several a

14、ssumptions about the nature of language underlie approaches to TBLT:Language is primarily a means of making meaning: the central role of meaning in L use; meaning is primary the assessment of the task is in terms of outcome.Multiple models of language inform TBI, which draws on structural, functiona

15、l, and interactional models of language.Lexical units are central in language use and language learning: vocabulary here includes the consideration of lexical phrases, sentence stems, prefabricated routines, and collocations.“Conversation” is the central focus of language and the keystone of languag

16、e acquisition: the majority of tasks proposed within TBLT involve conversation that draw on the Ls available linguistic and communicative resources.第8页/共18页TBI shares the general assumptions about the nature of LL underlying CLT. Some of the principles play a central role in TBLT:Tasks provide both

17、the input and output processing necessary for language acquisition: Krashen has long insisted that comprehensible input is the one necessary criterion for successful LA, and others argued that productive output is also critical for adequate L2 development.Task activity and achievement are motivation

18、al: Tasks can improve learner motivation and promote learning.Learning difficulty can be negotiated and fine-tuned for particular pedagogical purpose: specific tasks can be designed to facilitate the use and learning of particular aspects of language.第9页/共18页Goals in TBLT are ideally to be determine

19、d by the specific needs of particular learners. E.g. The English Language Syllabus in Schools Malaysian describes the broad goal of giving all Malaysian secondary school learnersThe ability to communicate accurately and effectively in the most common English language activities they may be involved

20、in.第10页/共18页Proponents of TBLT are concerned with the process dimensions of learning than with the specific content and skills that might be acquired through the use of their processes. So, TBLT syllabus specifies the tasks that should be carried out by learners:Real-world tasks: design to practice

21、or rehearse those tasks that are found to be important in a needs analysis and useful in the real world.Pedagogical tasks: a psycholinguistic basis in SLA theory and research but do not necessarily reflect real-world tasks.In some programs, both types of tasks were used, but in other cases, represen

22、tative real-world tasks are grouped according to themes. So, besides selecting tasks, a syllabus has to determine the ordering of tasks, considering task difficulty.第11页/共18页Types of L & T activities in TBLT are determined by types of tasks. There are many descriptions of basic task types of appropr

23、iate classroom activities:A task is “an activity which requires Ls to arrive at an outcome from given information through some process of thought, and which allows Ts to control and regulate that process”.A task is “a piece of work or an activity, usually with a specified objective, undertaken as a

24、part of an educational course, at work, or used to elicit data for research”.Accordingly, task types are grouped: listing; ordering; comparing; problem solving; sharing personal experiences; and creative tasks. Or: jigsaw; information-gap; decision-making; and opinion exchange. Or some others.第12页/共

25、18页A number of roles for learners are assumed in current proposals for TBI. The primary roles are:Group participant: whole class and/ or individual; in pairs or small groupsMonitor: tasks and activities are designed for ss to notice how L is used in communication.Risk-taker and innovator: ss are to

26、create and interpret messages by restating, paraphrasing, using paralinguistic signals, guessing from contextual clues, asking for clarification, and consulting with other ss etc.第13页/共18页Roles for teachers in TBI include:Selector and sequencer of tasks: selecting, adapting, and/ or creating the tas

27、ks and forming them into an instructional sequence.Preparing learners for tasks: learners should not to into new tasks “cold” and pre-task preparation or cuing is important.Consciousness-raising: employing a variety of form-focusing techniques, including attention-focusing activities, text explorati

28、on, guided exposure to parallel tasks, and use of highlighted material to lead ss to notice critical features of the language they use and hear.第14页/共18页Pedagogic materials: Instructional materials depend on appropriate classroom tasks and are limited by the imagination of the task designer, who cre

29、ates teacher resource books and textbook form for ss use.Realia: authentic tasks are supported by authentic materials as the following:NewspapersTelevisionInternet第15页/共18页The way in which task activities are designed into an instructional bloc are shown in several examples:Pre-task activities: ss take part in preliminary activit