任务型语言教学

1、Task-Based Language Teaching任务型语言教学,人民教育出版社 龚亚夫,Task-Based Language Teaching 任务型语言教学,1. Second Language Acquisition and TBLT 2. What is TBLT 3. What Are Tasks? 4. Principles of Task-Based Language Teaching 5. Task Design and Task Analysis 6. Planning Classroom Work 7. Performance Assessment Long 2)

2、to develop some form of assessment to determine if learners have learned the tasks in question. In order to develop training and tests that are congruent with the objective (i.e. require the same level of cognitive, affective, or psychomotor performance), the designer needs to know what type of task

3、 is being learned. (Jonassen, 1999. p25),Three Types of Tasks三种任务,Real-world/ Target Tasks 目标性任务 Pedagogical Tasks 课程目标任务 Classroom tasks 教学任务,Pedagogical Tasks Curriculum objectives,More detailed description of the objectives a. Language objectives b. Affective objectives c. Strategic objectives,Cu

4、rriculum and textbooks,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。,Planning the final tasks,Final tasks are communication tasks at their highest point of communicativeness, at a level that is realistic and achievable by the students in a given class. They will serve as indicators of

5、the development of communicative competence in a given class.,Final tasks in which the students in the classroom interact,There is a tangible end product: posters, letters to penfriends, pool information on everybodys birthdays and produce a poster to be kept in the classroom. Make a plan for a scho

6、ol outing and carry out plans and go on an outing. Carry out a class survey on who does the housework at home?,The communicative task should have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. ( Nunan 1989:10),Categor

7、ies of learned capabilities (or objectives):,Intellectual skills subdivided into discriminations, concepts, and rules Problem solving combining rules or concepts to creatively solve complex problems Cognitive strategies skills in managing ones learning and thinking processes Verbal information memor

8、ization of facts and bodies of information Motor skills executing sequences of bodily performances such as dancing, balancing, or handling tools Attitudes an emotional and cognitive propensity to choose a certain course of action (e.g. “choosing to stay late after work.”),Task classification is the

9、act of identifying and labeling task according to the specific type of learning outcome: e.g. 1) tasks require memorization; 2) tasks require students to apply a rule.,课堂任务的设计,1 Teach the smaller things first 2 Get them to try to communicate such information 3 Provide them with ready made text exemp

10、lifying a situation,任务可以来自各个方面,Tasks can have variety of starting point. They may draw on learners own input, eg personal experience, general/world knowledge, or intellectual challenge; they may be based on written text, recordings of spoken data, or visual data; they could be activities like games,

11、 demonstrations or interviews; they could be a combination of several of these.,Planning classroom work,Three features for the design of all tasks: clarity, flexibility, and feedback Three kinds of demands tasks place on learners: learning, content, and action demands,Task training sequence,describe

12、 the overall training goals describe the flowchart of the tasks to be learned teach learners to name and identify work objects and actions point out important task-relevant cues,teach the necessary task-related information teach specific procedures associating stimuli and response teach decision-mak

13、ing strategies and problem solving allow for practice of motor response (Miller, 1962) (p41),Task function: 任务型语言教学的功能： to provide a purpose for a classroom activity 为课堂活动提供具体、清晰的目标 to make language teaching more communicative 使语言教学更具有交际性,Task types 任务的类型,Closed task one single correct answer or a r

14、estricted number of correct answers Open task no single correct answer Core task Extended task,Performance Assessment and Task- Based Language Teaching,A learning-outcomes taxonomy is used to classify different types of learned capabilities, each of which can be labeled as a learning outcome. The di

15、stinguishing characteristic of each outcome is the type of performance exhibited by someone who has developed the skills which enable that outcome someone who has acquired a rule can apply the rule to solve problems. The external performances indicate the internal capability acquired by the learner.

16、,Task-Based Assessment,Performance assessment is defined as systematic attempt to measure a learners ability to use previously acquired knowledge in solving problems or completing specific tasks. ( Stiggins 1982) It seems that task accomplishment is the ultimate focus for evaluating human performanc

17、e. It follows that L2 performance assessment and task-based approaches to language teaching and assessment will likely share a greatly deal of theoretical and practical common ground. ( Norris 1998 ),Performance assessment involves students in performing tasks that reflect real-life situations and c

18、hallenges students to demonstrate what they have learned by producing a product or performance. Performance assessments require learners to use prior knowledge and recent learning to accomplish tasks that demonstrate what they know and can do. There is a direct links between instruction and assessme

19、nt.,A Five-step Plan for Selecting Assessment Tasks,1 Establish what the teachers specific instructional goals are because it is important that the chosen assessment task actually matches the instructional outcome(s) it is designed to measure. 2 Identify the specific, discipline-based content are skills that students are expected to attain and determine whet