任务型语言教学ppt课件.ppt

1、Task-BasedLanguageTeaching任务型语言教学,人民教育出版社龚亚夫,1,Task-BasedLanguageTeaching任务型语言教学,1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessmentLong2)todevelopsomeformofassessmenttodetermin

2、eiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25),56,ThreeTypesofTasks三种任务,Real-world/TargetTasks目标性任务

3、PedagogicalTasks课程目标任务Classroomtasks教学任务,57,PedagogicalTasksCurriculumobjectives,Moredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.Strategicobjectives,58,Curriculumandtextbooks,根据课程目标制订分解的任务目标根据分解的任务目标制订分年纪的目标根据分年级的目标制订教科书的分册的和分单元的目标。,59,Planningthefinaltasks,Finaltask

4、sarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.,60,Finaltasksinwhichthestudentsintheclassroominteract,Thereisatangibleendproduct:posters,letter

5、stopenfriends,poolinformationoneverybodysbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyonwhodoesthehouseworkathome?,61,Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownri

6、ghtwithabeginning,amiddleandanend.(Nunan1989:10),62,Categoriesoflearnedcapabilities(orobjectives):,Intellectualskillssubdividedintodiscriminations,concepts,andrulesProblemsolvingcombiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategiesskillsinmanagingoneslearningandthinkingprocesse

7、sVerbalinformationmemorizationoffactsandbodiesofinformationMotorskillsexecutingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudesanemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”),63,Taskclassificationistheactofidentifyingan

8、dlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.,64,课堂任务的设计,1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuchinformation3Providethemwithreadymadetextexemplifyingasituation,65,任务可以来自各个方面,Taskscanhavevarietyofstartingpo

9、int.Theymaydrawonlearnersowninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.,66,Planningclassroomwork,Threefeatu

10、resforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands,67,Tasktrainingsequence,describetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-

11、relevantcues,68,teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse(Miller,1962)(p41),69,Taskfunction:任务型语言教学的功能：toprovideapurposeforaclassroomactivity为课堂活动提供具体、清晰的目标tomakelanguaget

12、eachingmorecommunicative使语言教学更具有交际性,70,Tasktypes任务的类型,ClosedtaskonesinglecorrectanswerorarestrictednumberofcorrectanswersOpentasknosinglecorrectanswerCoretaskExtendedtask,71,PerformanceAssessmentandTask-BasedLanguageTeaching,Alearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabiliti

13、es,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceexhibitedbysomeonewhohasdevelopedtheskillswhichenablethatoutcomesomeonewhohasacquiredarulecanapplytheruletosolveproblems.Theexternalperformancesindicatetheinternalcapabilityacquiredbythelea

14、rner.,72,Task-BasedAssessment,Performanceassessmentisdefinedassystematicattempttomeasurealearnersabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982)Itseemsthattaskaccomplishmentistheultimatefocusforevaluatinghumanperformance.ItfollowsthatL2performanceasse

15、ssmentandtask-basedapproachestolanguageteachingandassessmentwilllikelyshareagreatlydealoftheoreticalandpracticalcommonground.(Norris1998),73,Performanceassessmentinvolvesstudentsinperformingtasksthatreflectreal-lifesituationsandchallengesstudentstodemonstratewhattheyhavelearnedbyproducingaproductorp

16、erformance.Performanceassessmentsrequirelearnerstousepriorknowledgeandrecentlearningtoaccomplishtasksthatdemonstratewhattheyknowandcando.Thereisadirectlinksbetweeninstructionandassessment.,74,AFive-stepPlanforSelectingAssessmentTasks,1Establishwhattheteachersspecificinstructionalgoalsarebecauseitisi

17、mportantthatthechosenassessmenttaskactuallymatchestheinstructionaloutcome(s)itisdesignedtomeasure.2Identifythespecific,discipline-basedcontentareskillsthatstudentsareexpectedtoattainanddeterminewhetherthetaskadequatelyrepresentsorutilizesthem.,75,3Insurethatthetaskisfairandfreeofbias,allowingstudenttodemonstratetheirtrueprogressandabilitieswithoutbeingdisadvantagedbysomeextraneouselementinthetask,lackofpriorknowledge,unequalaccesstoresourcesormaterials,andsoforth.4Deci