内容文稿成果week8lecture

1、Week 8 Communicative approachTask-based language teaching The Communicative ApproachHymes view of communicative competence (1979)formally possible (grammatically acceptable)understandable to human beings in line with social norms in fact done: Do people actually use language this way? Canale and Swa

2、ins Four dimensions of communicative competence (1980) Grammatical competence Sociolinguistic competence Discourse competence Strategic competence (Richards & Rodgers, 1986:71) Hedges five main components of communicative competence (2000) Linguistic competence Pragmatic competence Discourse compete

3、nce Strategic competence Fluency Theory of Learning the communication principle: Activities that involve real communication promote learning. the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982). the meaningfulness principle: Lang

4、uage that is meaningful to the learner supports the learning process. (P20)Features of CACommunicative intentThe use of authentic materialsActivities are often carried out ActivitiesClassificationFunctions municative activitiesStructural activitiesPrimary focus on linguistic forms municative activit

5、iesFocus on forms plus meaningsCommunicative activitiesFunctional communicationactivitiesFocus on meanings plus formsSocial interaction activitiesPrimary focus on meaningsMajor Classroom ActivitiesTeacher and Student RolesTeacher roles (1) To facilitate communication (2) To be a municatorStudent rol

6、es CommunicatorAdvantages of the CA(1)Students will be more motivated(2) Students have opportunities to express(3) Student security is enhanced Disadvantages of the CANo environment of ESLDifficulty in evaluating students performanceIgnore the training of reading and writingTypical techniquesAuthent

7、ic materialsScrambled sentencesLanguage gamesPicture strip storyRole playTask-Based Language TeachingThe organisation of task-based lessons- pre-task phase- main task phrase- post-task phaseThe participatory structure of task-based lessons- individual student activity- teacher-class activity- small

8、group workOrganisation (1) Options for the Pre-Task PhaseThe purpose of the pre-task phase is to prepare students to perform the task in ways that will promote acquisition. Three approaches:- motivational- focus on cognitive demands- focus on linguistic demandsProcedural Options for the Pre-Task Pha

9、seSupporting learners in performing a task similar to the main taskProviding learners with a model of how the task might be performed.Engaging learners in non-task activities designed to help them perform the task.Providing learners with the opportunity to plan how to perform the task.Performing a S

10、imilar TaskCf. Prabhu (1987)the pre-task is a task in its own rightit is performed through teacher-class interaction with the teacher using questions to guide the students to the task e Rationale can be found in sociocultural theory expert-novice interaction scaffolds zones of proximal development.P

11、roviding a ModelProviding a demonstration of an ideal performanceAnalysing the features of an ideal textTraining in the use of a strategy (e.g. learning to live with uncertainty) Effects of such task priming need investigating (cf. Lam and Wong 2000)Non-Task Preparation Activities These centre of re

12、ducing the cognitive or linguistic load:Activating schema relating to topic of the task (e.g. brainstorming)Pre-teaching vocabulary (e.g. Newton 2001 - predicting, co-operative dictionary search, matching words and definitions)Strategic PlanningStudents have access to task.Options:Unguided planningG

13、uided planning (focus on content vs. focus on linguistic form)Time allocated (Mehnert 1998)Participatory organisationExample of Guided Planning Foster and Skehan 1999Strategic planning optionsDescription1. No planningThe students were introduced to the idea of a balloon debate, assigned roles and th

14、en asked to debate who should be sacrificed.2. Guided planning language focusThe students were introduced to the idea of a balloon debate and then shown how to use modal verbs and conditionals in the reasons a doctor might give for not being thrown out of the balloon (e.g. I take care of many sick p

15、eople If you throw me out, many people might die.3. Guided planning content focusThe students were introduced the idea of a balloon debate. The teacher presents ideas that each character might use to defend his or her right to stay in the balloon and students were encouraged to add ideas of their ow

16、n.Organisation (2) - Options for the Main Task PhaseTwo sets of options:task-performance options (relating to decisions taken prior to performance of the task)Process options (relating to on-line decisions taken during the performance of the task)Task Performance OptionsMain options are:Performance

17、of task with or without task pressure (Yuan and Ellis 2003)Performance of task with or without access to input data (borrowing Prabhu)Introduction of surprise element (cf. Foster and Skehan 1997)Process Features1. Discourse that is conversational in nature 2. Discourse that encourages the explicit f

18、ormulation of messages.3. Opportunities for students to take linguistic risks.4. Occasions where the task participants focus implicitly and/or explicitly on specific linguistic forms.5. Shared goals for the task (including the use of the L1).6.Effective scaffolding of the studentss efforts to commun

19、icate in the L2.Form-focussed pedagogy Task-based pedagogyRigid discourse structure - IRFLoose discourse structure - adjacency pairs Teacher controls topic developmentStudents able to control topic developmentTurn-taking is regulated by the teacher.Turn-taking follows same rules that govern everyday

20、 conversation.Display questionsReferential questionsStudents are placed in a responding role and consequently perform a limited range of language functions.Students function in both initiating and responding roles and thus perform a wide range of language functions.Little need or opportunity to nego

21、tiate meaning.Opportunities to negotiate meaning when communication problems ariseScaffolding directed primarily at enabling students to produce correct sentences.Scaffolding directed primarily at enabling students to say what they want to say.Form-focussed feedbackContent-focussed feedback Echoing

22、Repetition The Danger of Restricted CommunicationL1: What?L2: Stop.L3: Dot?L4: Dot?L5: Point?L6: Dot?LL: Point, point, yeh.L1: Point?L5: Small point.L3: Dot(From Lynch 1989, p. 124; cited in Seedhouse 1999).Incorporating a Focus on Form Attention to form in the context of performing a task can occur

23、:Reactively (through negotiation of meaning or form)Pre-emptivelycf. Ellis, Basturkmen and LoewenImplicit Focus-on-FormTwo principal procedures:Request for clarification (i.e. Speaker A says something that Speaker B does not understand; B requests clarification allowing A opportunity to reformulate)

24、Recast (i.e. Speaker A says something that Speaker B reformulates in whole or in part)An Example of an Implicit Focus on Form Learner: He pass his house. Teacher: He passed his house? Learner: Yeah, he passed his house. Recasts provide learners with the opportunity to uptake the correction.Explicit

25、Focus-on-FormExplicit correction (e.g. Not x, y)Metalingual comment (e.g. Not present tense, past tense)Query (e.g. Why is can used here?)Advise (e.g. Remember you need to use the past tense).Example of Explicit Focus-on-FormLearner 1:And what did you do last weekend?Learner 2: I tried to find a pub

26、 where you dont see where you dont see many tourists. And I find oneTeacher:Found.Learner 2:I found one where I spoke with two English women and we spoke about life in Canterbury or things and after I came backTeacher:Afterwards (Seedhouse 1997)Organisation (3) The Post-Task PhaseThree main options:

27、Repeat performanceReflection on performance of the taskAttention to formRepeat Performance Research shows that when learners repeat a task their production improves in a number of ways (e.g. complexity increases, propositions are expressed more clearly, and they e more fluent). A repeat performance

28、can be carried out under the same conditions as the first performance (i.e. in small groups or individually) or the conditions can be changed. Reflecting on the Task PerformanceStudents present an oral or written report:summarising the e of the task. reflecting on and evaluating their own performance of the task. commenting on which aspect of language use (fluency, complexity or accuracy) they gave primacy todiscussing communica