任务导向性教学法 task-based language teaching

1、Task-Based Language Teaching,Background,TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. TBLT draws on several principles that formed part of the communicative language teaching from the 1980s. Malaysian Communicational Syllabus

2、Bangalore Project,Background -Activities that involve real communication are essential for language learning. -Activities in which language is used for carrying out meaningful tasks promote learning. -Language that is meaningful to the learner supports the learning process,Background,The definition

3、of task: An activity or goal that is carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, writing a letter and so on. Success in tasks is evaluated in terms of an outcome, and tasks generally bear some resemblance to real-life language use.,Backgro

4、und Prabhu: A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regualte that process Crookes: A task is a piece of work or activity, usually with a specified objective, undertaken as p

5、art of an educational course, at work, or used to elicit data for research,Background,The definition of task-based instruction Numan The comomunicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while thei

6、r attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right.,Background,Key assumptions of task-baed instruction -The focus is on process rather than product. -Purposeful activiti

7、es, emphasize communication and meaning -Learners interact communicatively and purposefully while engaged in the activities and tasks. -Activities and tasks can be either:. -Activities and tasks of a task-based syllabus are sequenced according to difficulty. -The difficulty of a task depends on some

8、 factors:.,Four categories of team performance function,Orientation functions Organizational functions Adaptation functions Motivational functions,Approach: Theory of language and learning,Theory of language -Language is primarily a means of making meaning -Multiple models of language inform TBI (st

9、ructural/ functional/ interactional modes of language) -Lexical units are central in language use and language learning -Conversation is the central focus of language and the keystone of language acquisition,Approach: Theory of language and learning,Theory of learning -Tasks provide both the input a

10、nd output processing necessary for language acquisition -Task activity and achievement are motivational -Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes,Design,Objectives: Selections of tasks should be based on a careful analysis of the real-world needs of le

11、arners.,Design Syllabus: (A conventional syllabus & Task-based syllabus) A conventional syllabus: (Specifies content and learning outcomes) -language structures -functions -topics and themes -macro-skills(reading, writing, listening, speaking) -competencies -text types -vocabulary targets,Design Syl

12、labus: Task-based syllabus: (Specifies the process dimensions of learning) real- world tasks: (are designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important and useful in the real world) pedagogical tasks: (have a psycholinguistic ba

13、sis in SLA theory and research but do not reflect real-world tasks),Design Syllabus:,Task difficulty Procedures Input text Output required Amount and type of help given Role of teachers and learners Time allowed Motivation Confidence Learrning Styles,Design Types of learning and teaching activities,

14、Task types: Six task types-by Wills -listening -ordering and sorting -comparing -problem solving -sharing personal experiences -creative tasks,Pica, Kanagy and Falodun -Jigsaw tasks -Information-gap tasks -Problem-solving tasks -Decision-making tasks -Opinion exchange tasks,Design Learner roles: -Gr

15、oup participant -Monitor -Risk-taken and innovator Teacher roles: -Selector and sequencer of tasks -Preparing learners for tasks -Consciousness-raising,Design,The role of instructional materials -Pedagogic materials -Realia: Newspaper Television Internet,Procedure,Wills(1996) l）前任务（pre-task）教师引入任务。

16、2）任务环（task cycle）： a任务（task）学生执行任务； b计划（planning）各组学生准备如何向全班报告任务完成的情况； c报告（reporting）学生报告任务完成的情况。 3) 后任务（post-task）： a分析（analysis）学生通过录音分析其他各组执行任务的情况； b操练（practice）学生在教师指导下练习语言难点。,Strengths and weakness,1任务型教学的优点 （1）任务型教学注重真实场景下的、以明确目标为导向的语言交际活动；它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。学生在参与课堂活动时是带着极大的兴趣和热情的

17、，所以整个课堂是一种积极有效的学习过程。 （2）它提倡以教师教学为主导、以学生的学习为主体的教学活动。在教学过程中教师不再是高高在上的权威和主宰，而是以组织者、引导者、顾问或者同伴的身份出现，学生的学习也成为一种满足需要、发展兴趣、提高能力的过程。 （3）它倡导体验、实践、参与、探究、交流和合作的学习方式，学生在参与教师或教材精心设计的任务活动中认识语言，运用语言，发现问题，找出规律，归纳知识和感受成功。,2任务型教学的缺点 （1）课堂效率低，难以保证大班额课堂教学任务的完成。任务型教学以学生的学习为中心，把课堂学习的主动权交给了学生，虽然教师可以根据课堂实际情况对课堂进度进行调控，但由于目前

18、班级的实际情况（大多数班级人数在50左右，农村学校甚至更多）课堂所设计的任务或项目一般都很难在规定的时间内完成。所以往往教师采取的做法是要么缩短任务完成的时间，要么把部分任务放到课后去完成，这样就造成课堂任务完成的质量难以保证，甚至任务的执行也成为形式和走过场。,2任务型教学的缺点,（2）课堂的组织和任务的设计与实施过分依赖教师的教学能力和教学水平，故在目前很难保证大面积的教学质量的提升。我们发现有的教师对于任务型课堂教学的模式把握的并不是很理想。有的教师按部就班地完成课本上的教学步骤，造成学生词汇、语法、句式等基础知识严重缺乏，影响其今后的进一步学习；而有的教师则还是沿袭传统的3P教学，强化词汇和语言的输入，把教材上的活动任务作为练习和补充，这样学生的基础知识是扎实了，但又严重脱离了任务型教学的初衷，把原本要还给学生的课堂又变成了以教师为主的练兵场了。,2任务型