任务型语言教学省公开课一等奖全国示范课微课金奖课件

Task-BasedLanguageTeaching

任务型语言教学

人民教育出版社龚亚夫1/78Task-BasedLanguageTeaching

任务型语言教学

1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessment&TBLT

2/78TheoreticalBackgroundofTBLTLanguageAcquisitionResearchSocialconstructivistmodelofteaching-learningprocessAAAcurriculumtheory3/78Whatislanguageacquisition?Thelearninganddevelopmentofaperson’slanguage.ThelearningofanativeorfirstlanguageiscalledFIRSTLANGUAGEACQUISITION,andofasecondorforeignlanguage,SECONDLANGUAGEACQUISITION.Theterm“acquisition”isoftenpreferredto“learning”becausethelatterissometimeslinkedtoabehaviouristtheoryoflearning4/78SecondLanguageAcquisitionResearch“Practicemakesperfect”doesnotalwaysapplytolearninggrammar.They(students)oftenfailtouseitcorrectlywhenexpressingthemselvesfreely.Thistemporarymasteryseemstohappenwhentheyarepayingconsciousattentiontoform,butnotwhentheyaretryingtocommunicateandpayingattentiontomeaning.JaneWillis5/78

依据语言习得规律

1.语法知识记忆不能确保语言使用正确Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.

DavidNunan(1999)6/782.

语言知识加交际机会比仅仅讲语法更能提升学生使用语言流利程度与语法准确度Grammar+opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.

Montgomery&Eisenstein

(1985)(1985年作了一个试验，试验组教语法，但课外有实践机会。另一组只讲语法。结果试验组交际能力强。而语法测试成绩也比单讲语法班好，即使他们学语法少。）7/783.学习者参加与语言熟练程度提升关系极大Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.

Lim(1992)8/784.基本上以“交际”为导向课堂教学，但同时也有明确语法讲解，要比只重视语法教学或回避语法讲解沉醉式教学都更加好Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.9/785.当学习者主动地参加用目标语进行交际尝试时，语言也被掌握了。当学习者所进行任务使他们当前语言能力发挥至极点时，习得也扩展到最正确程度Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.10/78FourconditionsoflanguagelearningExposure(rich,comprehensibleinput,languageinuse)Use(ofthelanguagetodothings,exchangemeanings)Motivation(toprocessandusetheexposure:listen&readthelanguage;speakandwriteit)Instruction(chancestofocusonform)11/78建构主义理论知识是由个人自己建构，而不是由他人传授。这种建构发生在交往环境中，是社会互动结果。1重视学生主体作用，提供语料和语境。不令其直达结果2帮助学生了解任务意义和目标3形成控制自己行为意识、信心和能力4创造适宜心理环境12/78LearnerslearnwhatismeaningfultothemLearnerslearninwaysthataremeaningfultothemLearnerslearnbetteriftheyfeelincontrolofwhattheyarelearningLearningiscloselylinkedtohowpeoplefeelaboutthemselvesLearningtakesplacesinasocialcontextthroughinteractionwithotherpeople13/78Constructivisitmodeloftheteachingandlearningtheory自我---每个人关注点不一样自择---个性、学习策略、做事方式不一样自主---控制进度、学习目标、学习材料自信---自我感觉（self-concept)，自信心互动---（interaction)14/78互动作用能够大量增加语言输入能够模拟真实交际情景能够使学生学会创造性地使用语言15/78WhatisTask-BasedLanguageTeaching

Focusesontheconstruction,sequencing,andevaluationofparticulargoal-relatedactioncomplexesthatlearnerscarryouteitherbythemselvesorjointly.(Candlin&Murphy1987;Nunan1989)16/78

Thetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.（香港中小学英语纲领）17/78Whataretasks?

Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)

任务是人们在日常生活中所从事

有目标活动。18/78paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybooktakingadrivingtestmakinganairlinereservationwritingacheckfindingastreetdestination,Whatpeopledoineverydaylife:TASKS19/781.任务是有非常明确目标活动Apieceofworkoranactivity,usuallywithaspecificobjective,undertakenaspartofaneducationalcourse,atwork,orusedtoelicitdataforresearch.(Crookes,1986)Tasksareactivitieswhichhavemeaningastheirprimaryfocus.20/782.任务与人们日常生活语言活动相同Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksaregenerallybearsomeresemblancetoreal-lifelanguageuse.21/783.学习者了解，利用所学语言进行交流课堂活动Thecommunicativetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.DavidNunan(1989)

22/784。任务应该有一个结果Ataskshouldhaveanon-linguisticoutcome.Successinthetaskisevaluatedintermsofachievementofanoutcome.23/78任务就是人们在日常生活、工作、娱乐活动中所从事各种各样有目标活动。所谓任务型语言教学，其关键思想就是要模拟人们在社会、学校生活中人们利用语言所从事各类活动，把语言教学与学习者在今后日常生活中语言应用结合起来。任务型语言教学把人们在社会生活中所做事情细分为若干非常详细“任务”，并把培养学生具备完成这些任务能力作为教学目标。24/78狭义任务派什么不是任务：Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.25/78Role-playactivitiesVeryofteninrole-playsituationsthereisnoactualoutcomeforstudentstoachieve,otherthantoenacttheirroles.Studentshavetothinkofsuitablethingstosaytoeachother,buttheyareunlikelytobeexchangingrealmeaning.JaneWillis26/78课堂任务示例：

listeningtoaweatherforecastanddecidingwhattowear任务结果：Thelearnerwilllistentoaweatherforecastandidentifythepredictedmaximumtemperaturefortheday.练习结果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.

27/78Theessentialdifferencebetween

taskandexerciseTaskTaskhasanonlinguisticoutcomeExercise

Anexercisehasalinguisticoutcome

任务活动与语言练习有着本质区分。任务活动所寻求效果不是一个机械语言训练。任务是为了到达某个目地而做事情。任务往往有一个非语言结果。而语言练习则只注意语言形式准确。

28/78Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing---itisprimarilyengaginginmeaningthatthelearner’ssystemisencouragedtodevelop.(LongandCrooks1993)29/78广义任务派EnablingtasksTheyactassupportforcommunicationtasks.Theirpurposeistoprovidestudentswiththenecessarylinguistictoolstocarryoutacommunicationtask.Theycanbeasmeaningfulaspossible,theirmainfocusisonlinguisticaspects(grammar,vocabulary,pronunciation,functions,discourse)ratherthanonmeaning.Theyareovertlanguagelearningexperiences,whoseaimistoenablestudentstocommunicateassmoothlyandeffectivelyaspossible.30/78Sometypesofclassroomworkthatmaybeclassifiedasenablingtaska.Presentationofnecessarynewlanguage(functions,grammar,vocabulary,phonology,discoursefeaturescheckingthatthenewlanguagehasbeenunderstoodb.Controlledpre-communicationpracticeorawareness-raisingtasksusuallyfocusedonaccuracy31/78CommunicationTasksAcommunicationtaskisapieceofclassroomworkduringwhichlearners’

attentionisprincipallyfocusedonmeaningratherthanform,thatisonwhatisbeingexpressedratherthanonthelinguisticformsusedforexpressingit.Asfaraspossible,resemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.32/78广义任务定义Ataskisanactivitythatlearnersengageinfurthertheprocessoflearningalanguage.WilliamsandBurden(1997)

33/78WhydoweuseTBLT?Thetaskswillengagestudents,challengethem,andallowforcontingentinteraction.AccordingtoCsikszetmihalyi(1993:xiv)Theyhaveconcretegoalsandmanageablerules.Theymakeitpossibletoadjustopportunitiesforactiontoourcapacities.Theyprovideclearinformationabouthowwellwearedoing.Theyscreenoutdistractionsandmakeconcentrationpossible34/78MeaningandformThemeaningversusform(orfluencyversusaccuracy)debateisnolongeradiscriminatingfactoramongteachingapproachesbecausemeaningandformareassumedtobeessentialforlearning(e.g.,Long,1991;Long&Robinson,1998).35/78Asuccessfulpedagogicaltask:

(a)focusesstudents’attentiononthestructureofthelanguagebydemonstratingthatlanguageformcontributestomeaning,(b)motivateslearnerstoheightenthecomplexityofthelinguisticmeanstheyusetoaccomplishtaskobjectives.36/78Asuccessfultasksequenceleadslearnersto:(a)communicatewithlimitedresources,(b)becomeawareofapparentlimitationsintheirknowledgeaboutlinguisticstructuresthatarenecessarytoconveythemessageappropriatelyandaccurately,andfinally,(c)lookforalternativestoovercomesuchlimitations.37/78Fourdimensionsofteachingandlearningtasksrepresentedbythe“foureyes”involvement参加inquiry探究induction归纳incorporation合作38/78Thecomponentsofatask目标（Goals）信息输入（InputData)

语言信息（

Verbaldata）

如：adialogue,readingpassage,etc.

非语言信息（Non-verbaldata）

如：picture,etc.活动（Activities）39/78任务型语言教学特点1.强调经过交流来学会交际Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.2.将真实语言材料引入学习环境Theintroductionofauthentictextsintothelearningsituation.40/783.关注语言本身，也关注学习过程Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.4.把学习者个人经历作为课堂学习主要原因Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.41/785.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.试图把课内语言学习与社会语言活动结合起来。(DavidNunan1991)42/78SomecharacteristicsoftasksTasksareactivitiesinwhichstudentsworkpurposefullytowardsanobjectiveTheobjectivemaybeonethattheyhavesetforthemselvesoronewhichhasbeensetbytheteacherTheobjectivemaybelanguagefocused,e.g.todiscoveraruleofgrammarorcompleteanexercise,orcontent-focused,e.g.tocarryoutaprojectorreachadecisionthroughdiscussion

43/78Taskmaybecarriedoutindividuallyor(moreoften)ingroupsTaskmaybecarriedoutincompetitionwithothersor(moreoften)incollaborationTheoutcomemaybesomethingconcrete(e.g.areportorepresentation)orsomethingintangible(e.g.aagreementorthesolutiontoaproblem44/78ThreePedagogicalGoalsforTask-basedApproachesAccuracy准确程度Accuracyconcernshowwelllanguageisproducedinrelationtothetargetlanguage

45/78Complexity综合程度Complexityconcernstheelaborationorambitionofthelanguagewhichisproduced.Howfardolearnersrelyonprefabricatedphrasesandestablishedroutines,andhowfardotheyneedtoexpandtheirlanguageresourcestomeetthecommunicativechallenge?46/78Fluency流利程度Fluencyconcernsthelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation.Itislikelytorelyuponmorelexicalizedmodesofcommunication,asthepressureofrealtimespeechproductionaremetonlybyavoidingexcessiverule-basedcomputation(skehan1994)47/78Principles:Theauthenticityprinciple

言语、情境真实性标准Thelinguisticdatathatlearnersworkwithareauthentic.Therelationshipbetweenlinguisticformandcommunicativefunctionarecleartothelearner.任务设计要提供给学习者明确、真实语言信息。学习者应该清楚语言形式和语言功效之间关系。使学习者在一个自然、真实或模拟真实情境中体会语言、掌握语言应用。48/78Theform-functionprinciple

形式-功效性标准Teachinglanguageinwaysthatmakeformandfunctionrelationshipstransparent任务设计重视形式和语言功效结合。意在使学习者掌握语言形式同时，培养其自我把握语言功效能力；每一阶段任务设计都含有一定导入性，学生在学习语言形式基础上，经过系列任务训练，能够自己进行推理和演绎，从而了解语言功效，并在交际中进行真实利用。49/78Thetaskdependencyprinciple

任务相依性标准Aseriesoftasksinalessonorunitofworkformsakindofpedagogicalladder,eachtaskrepresentingarungontheladder,enablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.学习单元中任务设计由简到繁，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循环。在语言技能方面，遵照先听、读，后说、写设计次序，使教学阶梯式地层层递进。

50/78Learningbydoing

做中学标准Learningbydoingmotivatesstudentstofulfilltheirpotential.Learnersmasterthelanguagebyusingitcommunicativelyintheclassroom,althoughtheystillhavetolearngrammarandmemorizevocabulary.自始至终引导学生经过完成详细任务活动来学习语言，让学生为了特定学习目标去实施特定语言行动，经过完成特定交际任务来取得和积累对应学习经验。51/78Goodlearningtasksshould:1enablelearnerstomanipulateandpracticespecificfeaturesoflanguage2allowlearnerstorehearse,inclass,communicativeskillstheywillneedintherealworld3activatepsychological/psycholinguisticprocessesoflearning4besuitableformixedabilitygroups5involvelearnersinsolvingaproblem,comingtoaconclusion52/786bebasedonauthenticornaturalisticsourcematerial7involvelearnersinsharinginformation8requiretheuseofmorethanonemacroskill9allowlearnerstothinkandtalkaboutlanguageandlearning10promoteskillsinlearninghowtolearn11haveclearobjectivesstatingwhatlearnerswillbeabletodoasaresultoftakingpartinthetask12utilizethecommunityasaresource53/7813givelearnersachoiceinwhatwaytheydoandtheorderinwhichtheydoit.14involvelearnersinrisk-taking15requirelearnerstorehearse,rewriteandpolishinitialefforts16enablelearnerstoshareintheplanninganddevelopmentofthetask17havebuiltintothemameansofevaluatingthesuccessorotherwiseofthetask#54/78TaskAnalysisDeterminetheobjectives:

Determiningthefinaltaskssoearlyintheplanningprocessisthecrucialandmoststrikingfactoroftheframework.Everythingtobedoneintheunitwillderivefromthefinaltasks.Thisway,wecanreallysaythatitisthetaskstobecarriedoutattheendoftheunitthatgeneratethelanguagetobeused(learntorrecycled)anddeterminetheprocedurestobefollowed.

55/78Twoprimarypurposesforconductingataskanalysis:1)todevelopinstructionortrainingtosupportthelearningoftasksidentifiedbythetaskanalysis;2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25)56/78ThreeTypesofTasks

三种任务Real-world/TargetTasks目标性任务PedagogicalTasks课程目标任务Classroomtasks教学任务57/78PedagogicalTasks

CurriculumobjectivesMoredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.Strategicobjectives58/78Curriculumandtextbooks依据课程目标制订分解任务目标依据分解任务目标制订分年纪目标依据分年级目标制订教科书分册和分单元目标。59/78PlanningthefinaltasksFinaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.

60/78FinaltasksinwhichthestudentsintheclassroominteractThereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybody’sbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyon‘whodoesthehouseworkathome?’

61/78Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10)62/78Categoriesoflearnedcapabilities(orobjectives):

Intellectualskills–subdividedintodiscriminations,concepts,andrulesProblemsolving–combiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategies–skillsinmanagingone’slearningandthinkingprocessesVerbalinformation–memorizationoffactsandbodiesofinformationMotorskills–executingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudes–anemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”)63/78Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.64/78课堂任务设计

1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuch information3Providethemwithreadymadetext exemplifyingasituation

65/78任务能够来自各个方面Taskscanhavevarietyofstartingpoint.Theymaydrawonlearners’owninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.66/78PlanningclassroomworkThreefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands67/78Tasktrainingsequencedescribetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcues68/78teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse

(Miller,1962)(p41)69/78

Taskfunction:任务型语言教学功效：

toprovideapurposeforaclassroomactivity

为课堂活动提供详细、清楚目标

tomakelanguageteachingmorecommunicative使语言教学更含有交际性

70/78Tasktypes任务类型Closedtaskonesinglecorrectanswer orarestrictednumberof correctanswersOpentasknosinglecorrectanswerCoretaskExtendedtask71/78PerformanceAssessmentandTask-BasedLanguageTeachingAlearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceex