英语教学论课件

Unit1Language&languagelearningObjectives:Gettoknowsometheoriesoflanguage,languagelearningandteaching;beawareofwhatagoodlanguageteachershouldbelike.I.TheNatureofLanguage

(TextbookP307Appendix)Whatislanguage?Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.参见:刘润清所著《论大学英语教学》Chapter1II.Viewsonlanguage1.Structuralview2.Functionalview3.Interactionalview

(TextbookPP2-4)ReferenceBooks:

束定芳、庄智象的《现代外语教学—理论、实践与方法》PP193-194.ThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammar

Thestructuralview

System

of

LanguageSoundsWordsGrammar3sub-systemsThefunctionalview

(Thecommunicativeornotional-functionalview)Thefunctionalviewseeslanguageasalinguisticsystem

andasameansfordoingthings.Functionsoflanguagee.g.a.offering,b.suggestion,c.advising,d.apologizing,etc.

Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.Notionse.g.a.presenttime,pasttime,andfuturetime;b.certaintyandpossibility;c.agentandinstrument;d.relationshipbetweenpeopleandobjectsTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).Twothingsareneededforcommunication:1.Rulesoflanguageform (grammar&vocabulary)

2.Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)

Viewsonthenatureoflanguagehaveanimpactontheteachingorlearningmethodofaperson.Discussion:

InfluenceofviewsoflanguageonlanguageteachingandlearningViewsInfluenceThestructuralview(alinguisticsystem)Thefunctionalview(alinguisticsystemandasameansfordoingthings)Theinteractionalview(acommunicativetool)ToteachandlearnthestructuralrulesandvocabularyTolearntodothingswiththelanguage;toknowhowtocombinetherulesandthevocabularytoexpressnotions.

Toknowlanguageknowledge/rulesforusingthemincom-contextIII.ViewsonLanguageLearning1.Behavioristtheory(P5)(行为主义理论

)

2.Cognitivetheory(P5)(认知理论

)3.Constructivisttheory(建构主义理论)4.Socio-constructivisttheory(社会建构主义理论)

1.Behavioristtheory(P5)

ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner

(斯金纳),whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage(Harmer,1983).Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer1983:30)Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.2.Cognitivetheory(P5)

Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.3.Constructivisttheory

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatheorshealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.JohnDewey(杜威)believedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.4.Socio-constructivisttheory

Vygotsky(前苏联心理学家维果茨基,1978)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD「可能发展区/最近发展区」)andscaffolding「鹰架/支架/脚手架」.Thatistosay,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.

所谓「鹰架」(Scaffolding)是指「提供符合学习者认知层次的支持、导引和协助，以帮助学习者由需要协助而逐渐能够独立完成某一任务，进而使其由低阶的能力水准发展到高阶的能力水准。」鹰架观念源自于维果茨基

(Vygotsky)的潜在发展区域(theZoneofProximalDevelopment,或ZPD)概念，他认为孩童的能力有实际能力和潜在能力两种。「实际能力」是指孩童能够独力解决问题的能力水准；「潜在能力」是指孩童在成人的指导协助，或在与能力较佳的同侪合作下，得以解决问题之可能到达的能力水准。每一个孩子在实际能力和潜在能力之间存在有一段待发展的距离，即「潜在发展区域」。如果教学能够接近孩童的潜在发展区域，则能有效的帮助孩童从原有的发展水平提升到更高的发展水平。后来学者(Wood,Bruner,&Ross,1976)就以「鹰架」作为譬喻，说明引导学习者认知学习之适当技术。DefinitionsofScaffolding(鹰架)&ZPD(最近发展区)参考资料:

1．从鹰架观念谈案例故事在教师专业成长的应用

[url]/worldwide/tsdr/tsdr10.htm[/url]

2．以鹰架落实多元智能论的教育改革理念和精神

[url]/worldwide/integration/integration04.htm[/url]

IV.Whatmakesagoodlanguageteacher?resourceful:havingtheabilitytofindawayroundthedifficulty新课程背景下的英语教师能力结构warm-heartedcaringkindhardworkingwell-preparedenthusiasticcreativeresourceful,well-informed,accurate,authoritative,disciplined,speakingclearly,professionally-trainedflexibledynamicpatientattentiveintuitivehumorousEthicdevotion思想品德与道德情操Professionalquality职业素质Personalstyle个性特征V.Howcanonebecomeagoodlanguageteacher?Teaching:isitacraft,orisitanappliedscience?

Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexperts’techniques,justlikeanapprentice.Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.

AReflectivemodel

AcompromisebetweenthetwoviewsbyWallace(1991),Stage1:LanguagedevelopmentStage2:3sub-stages:1)learning;2)practice;3)reflectionStage3:Goal(professionalcompetence)

Questions:1.WhatdoesthedoublearrowbetweenStage1andStage2mean(thefigureinSlide36)?2.Inwhichstagedoesthiscoursetakeplace?3.WhyarePracticeandReflectionconnectedbyacircle?SummaryofUnit1Viewsonlanguage:Thestructuralview,thefunctionalview,andtheinteractionalviewViewsonlanguagelearning:TheBehaviouristtheory;theCognitivetheory;theConstructivisttheory;theSocio-constructivisttheoryQualitiesofagoodlanguageteacher:Ethicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacher二语和外语

著名语言学家Stern在1993年出版的IssuesandOptionsinLanguageTeaching一书中是这样说的：Secondlanguagerefersto“anon-nativelanguagelearntandusedwithinonecountry”,suchasEnglishlearntandusedinBritishcolonies;whereasforeignlanguageisa“non-nativelanguagelearntandusedwithreferencetoaspeechcommunityoutsidenationalandterritorialboundaries”likeEnglishlearntandusedinChina.（二语是指这样一种语言——在使用该语言的国家里，作为非母语学习和使用这种语言，如:在英国前殖民地学习和使用的英语；而外语是指这样一种语言——在使用该语言的国家及其属地的领域之外，作为非母语学习和使用的一种语言，如:在中国学习和使用的英语。）Question:WhyisCLThighlypromotedinFLT?Inreallife:ThetraditionalFLT:Theconsequence:thefunctionsandformsLanguageskillsThewaytouseorteachlanguageQ1:WhatarethedifferencesbetweenlanguageusedinreallifeandlanguagetaughtinthetraditionalFLT?

Q2:WhatisthefinalgoalofFLT?Andhowtoachieveit?

(P.14-15)QuestionsIntermsoffunctionsandformsInreallife:Languageisusedtoperformcertaincommunicativefunctions.ThetraditionalFLT:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.

Intermsoflanguageskills

Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.ThetraditionalFLT:tendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.

Intermsofthewaytouse/teachlanguageInreallife:Languageisalwaysusedinacertaincontext.ThetraditionalFLT:tendstoisolatelanguagefromitscontext.e.g.thepassivevoiceTheconsequence:

ThefinalgoalofFLT:toenablethelearnerstousetheforeignlanguageinworkorlife.

weshouldteach:

thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.ThelanguageweteachintraditionalFLTisnotwhatweuseinreal-lifecommunication.ConclusionsCommunicativeLanguageTeaching(CLT):apossiblesolutionThegoalofCLTistodevelopstudents’communicativecompetence.2.2.Whatiscommunicativecompetence?Communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.CommunicativeCompetenceincludesknowledge

ofwhattosay,

when,how,whereandtosayFivemaincomponentsofcommunicativecompetenceHedge(2000:46-55)discussesfivemaincomponentsofcommunicativecompetence:linguisticcompetencepragmaticcompetencediscoursecompetencestrategiccompetencefluency(PP17-19)

1.linguisticcompetence语言能力是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。2.pragmaticcompetence语用能力是指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用Hymes的话说就是知道“何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么”。

3.discoursecompetence篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。4.strategiccompetence策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。它包括以下三个方面：1)在口语和书面语冒险一试的能力；2)使用具体交际策略的能力；3)习得具体交际策略中的常用语言形式。5.fluency语言流畅:语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及语言的输出，多指口语的输出。流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。AccordingtoHymes(1979),communicativecompetenceincludesfouraspects:(p.19)knowingwhetherornotsomethingisformallypossible(grammaticality:grammaticallyacceptable);知道形式上是否可能

knowingwhethersomethingisunderstandabletohumanbeings(feasibility);知道是否可行

knowingwhethersomethingisinlinewithsocialnorms(appropriatenessinasocialcontext);知道是否得体

knowingwhetherornotsomethingisinfactdone(whatthelanguageperformanceentails).知道实施的条件

2.3Implicationsforteaching&learningCommunicativecompetenceImplicationsforteachinglinguisticcompetenceTeachersneedtohelplearners…pragmaticcompetenceTeachersneedtohelplearners…discoursecompetenceTeachersneedtohelplearners…strategiccompetenceTeachersneedtohelplearners…fluencyTeachersneedtohelplearners…2.4PrinciplesforCLTThreeprinciplessuggestedbyRichardsandRodgers(1986:72)1)Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.

(e.g.ask/offerhelpinrailwaystations)2)Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskpromotelearning.

(e.g.makingoutclassrules)3)Meaningfulnessprinciple:Languagethatismeaningfultolearnersupportsthelearningprocess.(e.g.wordsofanimals)教学原则为指导教学工作的基本准则。1990年《教育大辞典》Howatt（1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种：“温和派”强调向学习者提供使用英语进行交际的机会的重要性。将这类交际活动置于更大范围的语言教学中，可以称作“学用英语”（LearningtouseEnglish），成为近年来交际教学法的主流。“激进派”声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，而是一个促进掌握语言系统本身的问题。可称作“用英语学英语”（usingEnglishtolearnit）。aweakandastrongversionofCLTLittlewood’sclassicbookLittlewood(1981).CommunicativeLanguageTeaching.外研社,20001.功能互动活动(Functionalcommunicativeactivities) e.g.:比较不同图画的异同、推断图画中事件发生的可能顺序、发现地图或图画中的缺失部分等等之类的活动

2.社会交往活动(SocialInteractionactivities) e.g.:谈话和讨论、对话和角色扮演、模拟、即兴表演和辩论等之类的活动。CommunicativeactivitiesByLittlewood(1981)Functionalcommunicativeactivities

(p.18)e.g.Identifyingpictures

PicturesforStudentAPicturesforStudentBlanguagefortheactivity:

Whatcolour…?Howmany…?Where…?

Socialinteractionalactivities

(p.23)

e.g.Role-playingthroughcueddialogues提示性对话

LearnerAYoumeetBinthestreet.LearnerBYoumeetAinthestreet.A:GreetB.B:A:AskBwhereheisgoing.B:A:Suggestsomewheretogotogether.B:A:AcceptB’ssuggestion.B:A:B:GreetA.A:B:Sayyouaregoingforawalk.A:B:RejectA’ssuggestion.Makeadifferentsuggestion.A:B:Expresspleasure.Readingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.

RodEllis’(1990)sixcriteriaforcommunicativeactivities

1.Communicativepurpose;(informationgap)2.Communicativedesire;(realneed)3.(Focuson)Content,notform;(message)

(Exchanginginformation,notpatternpractice)4.Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)5.Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)6.Nomaterialcontrol.

2.6MainfeaturesofCommunicativeactivities

Forexamples,pleaserefertoWangQiang’sbook(2006)pp.24-26 RodEllis罗德·埃利斯教授曾获得英国伦敦大学博士学位，现为新西兰奥克兰大学教授。主要研究领域为第二语言习得与第二语言教学。RodEllis教授在国际应用语言学和第二语言习得领域具有卓著的学术声誉，发表了许多学术专著，编写了一系列英语教程，并在许多国际著名学术刊物上发表了具有学科前沿理论与观点的论文。Task-basedLanguageteachingis,infact,afurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.2.7Task-basedLanguageTeaching(TBLT)2.7.1Definitionsofatask(P27-28)MichaelLong(1985)从非语言的角度把任务定义为：为自己或他人所做的一种无偿或者有偿的事情。如填写表格、买鞋子、订机票等。也就是说，任务是人们在日常生活、工作和游戏中所做的各种各样的事情。DavidNunan(1989)从交际的角度认为：交际性任务是指课堂上学习者理解、处理、输出目的语或用目的语进行交流的各种学习活动。在这些学习活动中，学习者的注意力主要集中在表达意义上而不是在操练语言形式上。Prabhu(1987):任务是学习者根据所给信息，经过思考等过程，得出某种结论或结果的活动。在完成任务时，学习者能够自己的思考过程进行控制和调整。Reference:程晓堂.任务型语言教学[M].高等教育出版社，2004.2.7.2Fourcomponentsofatask(P28)apurpose:aclearpurposeacontext:areal-worldrelationshipaprocess:comprehending,usingthelanguageandcommunicatingaproduct:nonlinguisticoutcome(Clark,ScarinoandBrownell)任务的主要特点

任务是有非常明确目的的活动任务与人的日常生活的语言活动相似任务是学习者理解、运用所学语言进行交流的课堂活动任务应该有一个非语言成果ThemainfeaturesofTBLTMeaningisprimary.

意义的表达是第一位的Therearesomecommunicationproblemstosolve

需要解决交际中的问题Thereissomesortofrelationshiptocomparablereal-worldactivities.

与实际生活的活动相似Taskcompletionhassomepriority

最受关注的是完成任务Theassessmentofthetaskisintermsofoutcome

任务的评价取决于结果

(Skehan:1998)Thedifferencesbetween

Exercise,exercise-tasksandtasksTask:focusesonthecompleteactofcommunication.Exercise:focusesonindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Exercise-task:consistsofcontextualizedpracticeoflanguageitems.2.8PPP&TBLTTheModelsoftheProcessofFLT外语教学模式ThePPPModel:Presentation(讲授)Practice(操练)Production(产出)Harmer'sESAModel：Engage（投入）Study（学习）Activate（运用）Willis'TBLModel：Pre–task（活动前）TaskCycle（任务周期）LanguageFocus（语言点）The5-stepteachingmethod:revision(复习)Presentation(呈现)Drill(操练)Practice(实践)Consolidation(巩固)任务型教学的实施步骤(P31)

Willis认为，“任务型”教学可分为三个步骤：任务前，任务链，语言分析。

(1)任务前(pre-task)——教师引入任务，向学生介绍话题和任务目标，突出关键词语，帮助学生理解任务的指令和做好准备。

(2)任务链(task-cycle)——由做任务（学生分步骤执行任务)、计划（就如何报告任务的结果做准备工作)以及报告（学生代表汇报任务完成情况)三个环节组成

(3)语言焦点(languagefocus)——也叫语言分析，在教师的引导下做以语言为焦点的活动，如找与话题相关的单词、短语、句型等；由学生独立完成一些语言练习活动；师生共同对重点语言项目进行归纳总结；进行语言项目的其他操练。目的是培养学生的语言意识（languageawareness)(参见《任务型语言教学》中的案例P110或新课标中的案例）Ellis的任务型教学模式Ellis的任务型语言教学模式有三个阶段：任务前（thepre-taskphase)，任务中（theduring-taskphase)和任务后（thepost-taskphase)1、任务前：目的是让学生明白要做什么任务，具体结果是什么。活动过程：引导学生完成类似的任务；听/看示范性任务；非任务的准备活动（激活、背景知识、预测/介绍相关词汇）2、任务中：以小组为单位实施任务3、任务后：围绕报告任务和语言分析开展。主要活动：重复任务；报告和反思；分析语言形式。Ellis（2003）认为，任务型语言教学中的任务，只有任务中（while-task)的活动是必要的阶段，任务前和任务后阶段是可有可无的。尽管如此，前、后两阶段在语言学习过程中发挥着重要的作用。ThePPPModel&The5-stepteachingmethod(A)3PModel(B)5-stepModelWarming-upStepI.RevisionStepI.PresentationStepII.Presentation1.1.2.2.3.3.StepII.PracticeStepIII.Drills1.1.2.2.3.3.StepIII.ProductionStepIV.Practice1.1.2.2.3.3.HomeworkStepV.ConsolidationHomework2.9HowtodesigntasksStep1Thinkaboutstudent’sneeds,interest,andabilitiesStep2BrainstormpossibletasksStep3EvaluatingthelistStep4ChoosethelanguageitemsStep5Preparingthematerials2.10AppropriatenessofCLT&TBLTintheChinesecontextSomecontroversies&debatesaboutCLT:Theveryfirst&forcefulargumentiswhetheritisculturallyappropriate;Thesecondproblemrelatestothedesignofthesyllabusforteachingpurposesintheclassroom; Thethirdproblemiswhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.SomepotentialconstraintsaboutTBLTItmaynotbeeffectiveforpresentingnewlanguageitems.Neithermayitbeappropriateforthosecontextwherelanguageexposureisnotsufficientandclasstimeislimited.TimeThecultureoflearningLevelofdifficultySummaryofUnit2Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy;GoalofCTL:Communicativecompetence;FeaturesofCLT,andRichardsandRodgers’threeprinciplesofCLT:communicative,taskandmeaningfulnessprinciplesCommunicativeactivities(Littlewood):functionalcommunicativeactivities,andsocialinteractionalactivitiesRodEllis’sixcriteriaforcommunicativeactivitiesTask-basedLanguageTeaching(TBLT)Homework1.Whatiscommunicativecompetence?2.Whatarethethreeprinciplesofcommunicativelanguageteaching?3.Whatarethesixcriteriaforevaluatingcommunicativeclassroomactivities?4.WhatisTask-basedLanguageTeaching?Moreideas:

1.倡导任务型语言教学的意义

•任务型语言教学（TBLT）是80年代外语教学法研究者和第二语言习得研究者在大量研究和实践的基础上提出来的又一有重要影响的语言教学理论。•很多国家和地区的教学大纲和课程标准都采用了任务形语言教学的途径。•《国家英语课程标准》也倡导采用任务型语言教学。2.TBLT产生的两个背景从交际语言教学到任务型教学：

70年代交际语言教学的倡导者提出在真实的语境下表达意思是语言学习最有效的途径。交际语言教学思想提倡：

—以实际的学习任务为主要学习形式

—以真实的日常语言为主要学习内容

—以真实的交际目的为学习活动目的

交际语言学习活动（如信息沟活动）被称为“任务”，而“任务型语言教学”几乎成为交际语言教学代名词。

这一趋势改变了传统的注重语言形式的语言学习式和教学方法。•对输入理论的置疑——语言输入不能保证语言习得•交互活动、意义协商、语言输出（interaction,meaningnegotiationandoutput）是语言习得的关键•只有通过完成任务（performtasks）学习者才能进行交互活动、意义协商和语言输出•开始了任务型语言学习模式的研究和实验—1990s被成为“TheAgeoftheTask”.从第二语言习得研究到任务型教学：关于任务型语言教学的主要著作SecondLanguagePedagogy:aperspective.OUP,1987,N.S.Prabhu

DesigningTasksfortheCommunicativeLanguageClassroom.CUP,1989,DavidNunan.AFrameworkforTask-basedlearning.Longman,1996,JaneWillis.ResearchingPedagogicTasks.Longman,2001,M.Bygate,P.SkehenandM.Swain.Task-basedLanguageLearningandTeaching.OUP.2003.RodEllis.龚亚夫,罗少茜.任务型语言教学[M].人民教育出版社,2003.程晓堂.任务型语言教学[M].高等教育出版社,20043.关于任务型教学的几个认识问题1）任务型语言教学是一种思想或途径，而不是具体的方法。2）任务型语言教学的核心思想是：学生在完成真实、有意义的任务中学习和使用语言。3）任务型语言教学不是不重视语言知识和语言形式，只是重视语言形式的方式不同。4.任务的类型（1）真实任务（Real-worldtasks）：指接近或类似现实生活中各种事情的任务。ReplytoanemailmessageMakealistoffoodanddrinksforapicnicDesignanewplaygroundforyourschool（2）学习型任务（Pedagogicaltasks）：指为了实现某种学习目的而专门设计的任务。ListentoinstructionsanddrawapictureFindoutdifferencesbetweentwopictures.Writeaboutyourfavoritesport

Richards’pedagogicaltasks:

信息差活动（information-gaptasks);

交流意见的活动(opinionexchangetasks);

问题解决的活动(problem-solvingtasks);

拼图任务（jigsawtasks)

决策任务（decision-makingtasks)5.任务型语言教学的实际操作（1）说明背景，布置总任务，准备活动（2）语言准备：词汇、语法、句型等（3）学生分步骤实施/完成任务：比如小组调查；统计结果；设计图表；分析问题；提出解决问题的方案；动手操作等（4）汇报结果：展示并说明结果3.1AbriefhistoryofforeignlanguageteachinginChinaReadthroughthesub-titlesinthispartandthengetageneralideaaboutthetopic.

Aphaseofrestoration(1978-1985)Aphaseofrapiddevelopment(1986-1992)Aphaseofreform(1993-2000)Aphaseofinnovationfrom2000Aphaseofrestoration(1978-1985)

ThefirstnationalsyllabuswasissuedbytheMinistryofEducationin1978.Thegeneralaims:tolearnthebasicphonetics,grammar,words;todeveloppreliminarylanguageskills:listening,speaking,readingandtranslation.TheestablishmentoftheNationalForeignlanguageTeachingandResearchAssociation(中国教育学会外语教学专业委员会),Twojournals:

ForeignLanguageTeachinginSchools《中小学外语教学》，EnglishTeachingandResearchatPrimaryandSecondarySchools《中小学英语教学与研究》Aphaseofrapiddevelopment(1986-1992)

AthirdEnglishsyllabuswasissuedin1986.Theaims:todevelopstudentsknowledgeaboutlanguage,cognitiveability,positiveattitude,personality;todevelopstudents’basicabilityinusingEnglishinspokenandwrittenform.Aphaseofreform(1993-2000)

Anewsyllabuswasissuedin1993.Theaims:toconsolidateanddevelopstudentsknowledgeandbasiclanguageskills;todeveloptheabilitytouseEnglishinbothspeakingandwritingforthepurposeofcommunication.Thereformofteachingmethods:

audio-lingualmethodandgrammar-translationmethodcommunicativeapproach.Apromisingresults:investigationledbyZhangZhengdong,etal.in1999.Aphaseofinnovationfrom2000

TheNewNationalEnglishCurriculumwasissuedin2001.Theproblemsinpreviousteaching:1)overemphasisonknowledgewhileignoringlanguageability.2)alackofconnectionbetweendifferentstagesofschooling.3)littleallowanceforindividuallearnerdifferences.4)noformativeassessment.ThemaintaskofEnglishcurriculum：refertoP443.2DesigningprinciplesfortheNationalEnglishCurriculum1)

Aimforeducatingallstudents,andemphasizequality-orientededucation.2)Promotelearner-centeredness,andrespectindividualdifferences.3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.5)

Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.(PP310-311)3.3GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.国际视野祖国意识合作精神自信意志动机兴趣情感态度文化知识文化理解跨文化交际意识和能力文化意识学习策略资源策略交际策略调控策略认识策略听说读写语言技能话题功能词汇语法语音语言知识3.4DesignoftheNationalEnglishCurriculumNinecompetence-basedlevelsLevel9Level8Level7Level6Level5Level4Level3Level2Level1ForseniorhighschoolleaversFor9thgradersFor6thgradersLevel5Level4Level3Level2Level1Basicrequirementsfor6thgradersBasicrequirementsfor9thgradersCompulsoryEducationSenior2&3/Senior1*Specializedskillscourses*ESPcourses*Cultural&literarystudiescourseetc.ElectiveTrack2Level7Level6English1-5(10credits)RequiredCoursesBasicrequirementsforseniorhighschoolleaversRequiredCourseLevel9Level8English6-7(12credits)ElectiveTrack13.5Performancestandardsfordifferentlevelofcompetence二级

对英语学习有持续的兴趣和爱好。能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学内容表演小对话或歌谣。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教。乐于了解异国文化、习俗。Reference:国家课程标准专辑英语课程标准/ncs/eng/eng02.htm#一

有较明确的英语学习动机和积极主动的学习态度。能听懂教师有关熟悉话题的陈述并参与讨论。能就日常生活的各种话题与他人交换信息并陈述自己的意见。能读懂供7~9年级学习阅读的简单读物和报刊、杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能根据提示起草和修改小作文。能与他人合作，解决问题并报告结果，共同完成学习任务。能对自己的学习进行评价，总结学习方法。能利用多种教育资源进行学习。进一步增强以文化差异的理解与认识。五级七级

有明确和持续的学习动机及自主学习意识。能就较广泛的话题交流信息，提出问题并陈述自己的意见和建议。能读懂供高中学习阅读的英言语原著改写本及英语报刊。具有初步的实用写作能力，如通知、邀请活动。有主动利用多种教育资源进行学习。具有较强的自我调控能力，初步形成适合自己的学习策略。理解交际中的文化差异，初步形成跨文化交际意识。3.6ChallengesfacingEnglishlanguageteachers1)

Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguistic