《任務(wù)型語(yǔ)言教學(xué)》PPT課件

Task-BasedLanguageTeaching任務(wù)型語(yǔ)言教學(xué),人民教育出版社龔亞夫,Task-BasedLanguageTeaching任務(wù)型語(yǔ)言教學(xué),1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessmentLong2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25),ThreeTypesofTasks三種任務(wù),Real-world/TargetTasks目標(biāo)性任務(wù)PedagogicalTasks課程目標(biāo)任務(wù)Classroomtasks教學(xué)任務(wù),PedagogicalTasksCurriculumobjectives,Moredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.Strategicobjectives,Curriculumandtextbooks,根據(jù)課程目標(biāo)制訂分解的任務(wù)目標(biāo)根據(jù)分解的任務(wù)目標(biāo)制訂分年紀(jì)的目標(biāo)根據(jù)分年級(jí)的目標(biāo)制訂教科書(shū)的分冊(cè)的和分單元的目標(biāo)。,Planningthefinaltasks,Finaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.,Finaltasksinwhichthestudentsintheclassroominteract,Thereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybodysbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyonwhodoesthehouseworkathome?,Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10),Categoriesoflearnedcapabilities(orobjectives):,Intellectualskillssubdividedintodiscriminations,concepts,andrulesProblemsolvingcombiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategiesskillsinmanagingoneslearningandthinkingprocessesVerbalinformationmemorizationoffactsandbodiesofinformationMotorskillsexecutingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudesanemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”),Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.,課堂任務(wù)的設(shè)計(jì),1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuchinformation3Providethemwithreadymadetextexemplifyingasituation,任務(wù)可以來(lái)自各個(gè)方面,Taskscanhavevarietyofstartingpoint.Theymaydrawonlearnersowninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.,Planningclassroomwork,Threefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands,Tasktrainingsequence,describetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcues,teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse(Miller,1962)(p41),Taskfunction:任務(wù)型語(yǔ)言教學(xué)的功能：toprovideapurposeforaclassroomactivity為課堂活動(dòng)提供具體、清晰的目標(biāo)tomakelanguageteachingmorecommunicative使語(yǔ)言教學(xué)更具有交際性,Tasktypes任務(wù)的類型,ClosedtaskonesinglecorrectanswerorarestrictednumberofcorrectanswersOpentasknosinglecorrectanswerCoretaskExtendedtask,PerformanceAssessmentandTask-BasedLanguageTeaching,Alearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceexhibitedbysomeonewhohasdevelopedtheskillswhichenablethatoutcomesomeonewhohasacquiredarulecanapplytheruletosolveproblems.Theexternalperformancesindicatetheinternalcapabilityacquiredbythelearner.,Task-BasedAssessment,Performanceassessmentisdefinedassystematicattempttomeasurealearnersabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982)Itseemsthattaskaccomplishmentistheultimatefocusforevaluatinghumanperformance.ItfollowsthatL2performanceassessmentandtask-basedapproachestolanguageteachingandassessmentwilllikelyshareagreatlydealoftheoreticalandpracticalcommonground.(Norris1998),Performanceassessmentinvolvesstudentsinperformingtasksthatreflectreal-lifesituationsandchallengesstudentstodemonstratewhattheyhavelearnedbyproducingaproductorperformance.Performanceassessmentsrequirelearnerstousepriorknowledgeandrecentlearningtoaccomplishtasksthatdemonstratewhattheyknowandcando.Thereisadirectlinksbetweeninstructionandassessment.,AFive-stepPlanforSelectingAssessmentTasks,1Establishwhattheteachersspecificinstructionalgoalsarebecauseitisimportantthatthechosenassessmenttaskactuallymatchestheinstructionaloutcome(s)itisdesignedtomeasure.2Identifythespecific,discipline-basedcontentareskillsthatstudentsareexpectedtoattainanddeterminewhetherthetaskadequatelyrepresentsorutilizesthem.,3Insurethatthetaskisfairandfreeofbias,allowingstudenttodemonstratetheirtrueprogressandabilitieswithoutbeingdisadvantagedbysomeextraneouselementinthetask,lackofpriorknowledge,unequalaccesstoresourcesormaterials,andsoforth.