TaskBasedLanguageTeaching任務(wù)型語言教學(xué)

1、Task-Based Language Teaching 任務(wù)型語言教學(xué) 人民教育出版社 龔亞夫 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 speak and write it) Instruction ( chances to

2、 focus on form ) 建構(gòu)主義的理論 知識是由個人自己建構(gòu)的，而不是由他人傳授 的。這種建構(gòu)發(fā)生在交往的環(huán)境中，是社會互 動的結(jié)果。 1 注重學(xué)生的主體作用，提供語料和語境。不 令其直達結(jié)果 2幫助學(xué)生理解任務(wù)的意義和目標(biāo) 3 形成控制自己的行為的意識、信心和能力 4 創(chuàng)造適宜的心理環(huán)境 Learners learn what is meaningful to them Learners learn in ways that are meaningful to them Learners learn better if they feel in control of what th

3、ey are learning Learning is closely linked to how people feel about themselves Learning takes places in a social context through interaction with other people Constructivisit model of the teaching and learning theory 自我 - 每個人的關(guān)注點不同 自擇 - 個性、學(xué)習(xí)策略、做事的方式不同 自主 - 控制進度、學(xué)習(xí)目標(biāo)、學(xué)習(xí)材料 自信 - 自我感覺（self-concept)， 自信

4、心 互動 - （ interaction) 互動的作用 可以大量增加語言輸入 可以模擬真實交際的情景 可以使學(xué)生學(xué)會創(chuàng)造性地使用語言 What is Task-Based Language Teaching Focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves or jointly. (Candlin Nunan 1989) The task-based app

5、roach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. （香港中小 學(xué)英語大綱） What are tasks? A

6、task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) 任務(wù)是人們在日常生活中所從事的 有目的的活動有目的的活動。 painting a fence, dressing a child, filling out a form, buying a pair of shoes, borrowi

7、ng a library book taking a driving test making an airline reservation writing a check finding a street destination, What people do in everyday life: TASKS 1. 任務(wù)是有非常明確目的的活動任務(wù)是有非常明確目的的活動 A piece of work or an activity, usually with a specific objective, undertaken as part of an educational course, at

8、work, or used to elicit data for research. ( Crookes, 1986) Tasks are activities which have meaning as their primary focus. 2. 任務(wù)與人們?nèi)粘Ｉ畹恼Z言活動相似任務(wù)與人們?nèi)粘Ｉ畹恼Z言活動相似 Success in the task is evaluated in terms of achievement of an outcome, and tasks are generally bear some resemblance to real-life language

9、use. 3.學(xué)習(xí)者理解，運用所學(xué)語言進行交學(xué)習(xí)者理解，運用所學(xué)語言進行交 流的課堂活動流的課堂活動 The communicative task is a piece of classroom work which involves learners in comprehending， manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey

10、 meaning rather than to manipulate form. David Nunan (1989) 4。 任務(wù)應(yīng)該有一個成果任務(wù)應(yīng)該有一個成果 A task should have a non- linguistic outcome. Success in the task is evaluated in terms of achievement of an outcome. 任務(wù)就是人們在日常生活、工作、娛樂 活動中所從事的各種各樣有目的的活動 。所謂任務(wù)型語言教學(xué)，其核心思想就 是要模擬人們在社會、學(xué)校生活中人們 運用語言所從事的各類活動，把語言教 學(xué)與學(xué)習(xí)者在今后的日

11、常生活中的語言 應(yīng)用結(jié)合起來。任務(wù)型語言教學(xué)把人們 在社會生活中所做的事情細分為若干非 常具體的“任務(wù)”，并把培養(yǎng)學(xué)生具備 完成這些任務(wù)的能力作為教學(xué)目標(biāo)。 狹義任務(wù)派 什么不是任務(wù)：什么不是任務(wù)： Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the fo

12、od listed here using the forms Do you like? Yes, I do/ No, I dont. where there is no outcome or purpose other than practice of pre- specified language. Role-play activities Very often in role-play situations there is no actual outcome for students to achieve, other than to enact their roles. Student

13、s have to think of suitable things to say to each other, but they are unlikely to be exchanging real meaning. Jane Willis 課堂任務(wù)的示例：課堂任務(wù)的示例： listening to a weather forecast and deciding what to wear 任務(wù)的結(jié)果： The learner will listen to a weather forecast and identify the predicted maximum temperature for

14、 the day. 練習(xí)的結(jié)果: The learner will listen to an aural text and answer questions afterwards on whether given statements are true or false. The essential difference between task and exercise Task Task has a nonlinguistic outcome Exercise An exercise has a linguistic outcome 任務(wù)活動與語言練習(xí)有著本質(zhì)的區(qū)別。任務(wù)活 動所謀求的效果

15、不是一種機械的語言訓(xùn)練。任 務(wù)是為了達到某個目地而做的事情。任務(wù)往往 有一個非語言的結(jié)果。而語言練習(xí)則只注意語 言形式的準確。 Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. A task-based approach sees the language process as one of learning through doing- it is primari

16、ly engaging in meaning that the learners system is encouraged to develop. ( Long and Crooks 1993) 廣義任務(wù)派 Enabling tasks They act as support for communication tasks. Their purpose is to provide students with the necessary linguistic tools to carry out a communication task. They can be as meaningful as

17、 possible, their main focus is on linguistic aspects (grammar, vocabulary, pronunciation, functions, discourse) rather than on meaning. They are overt language learning experiences, whose aim is to enable students to communicate as smoothly and effectively as possible. Some types of classroom work t

18、hat maybe classified as enabling task a. Presentation of necessary new language ( functions, grammar,vocabulary, phonology, discourse features checking that the new language has been understood b. Controlled pre-communication practice or awareness-raising tasks usually focused on accuracy Communicat

19、ion Tasks A communication task is a piece of classroom work during which learners attention is principally focused on meaning rather than form, that is on what is being expressed rather than on the linguistic forms used for expressing it. As far as possible, resembles activities which our students o

20、r other people carry out in everyday life. 廣義任務(wù)的定義 A task is an activity that learners engage in further the process of learning a language. Williams and Burden (1997) Why do we use TBLT? The tasks will engage students, challenge them, and allow for contingent interaction. According to Csikszetmihal

21、yi (1993:xiv) They have concrete goals and manageable rules. They make it possible to adjust opportunities for action to our capacities. They provide clear information about how well we are doing. They screen out distractions and make concentration possible Meaning and form The meaning versus form (

22、or fluency versus accuracy) debate is no longer a discriminating factor among teaching approaches because meaning and form are assumed to be essential for learning (e.g., Long, 1991; Long 2) to develop some form of assessment to determine if learners have learned the tasks in question. In order to d

23、evelop 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 is being learned. (Jonassen, 1999. p25) Three Types of Tasks 三種任務(wù) Real-world/ Target Tasks 目標(biāo)性任務(wù) Pedagogical

24、 Tasks 課程目標(biāo)任務(wù) Classroom tasks 教學(xué)任務(wù) Pedagogical Tasks Curriculum objectives More detailed description of the objectives a. Language objectives b. Affective objectives c. Strategic objectives Curriculum and textbooks 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)制訂分年紀的目標(biāo) 根據(jù)分年級的目標(biāo)制訂教科書的分冊的 和分單元的目標(biāo)。 Planning the final tasks

25、 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 the development of communicative competence in a given class. Final tasks in which the students in the clas

26、sroom 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 school outing and carry out plans and go on an outing. Carry out a class survey on who does the housework at ho

27、me? 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) Categories of learned capabilities (or objectives): lIntellectual skills subdivided into discriminations, concepts

28、, and rules lProblem solving combining rules or concepts to creatively solve complex problems lCognitive strategies skills in managing ones learning and thinking processes lVerbal information memorization of facts and bodies of information lMotor skills executing sequences of bodily performances suc

29、h as dancing, balancing, or handling tools lAttitudes an emotional and cognitive propensity to choose a certain course of action (e.g. “choosing to stay late after work.”) Task classification is the act of identifying and labeling task according to the specific type of learning outcome: e.g. 1) task

30、s require memorization; 2) tasks require students to apply a rule. 課堂任務(wù)的設(shè)計 1 Teach the smaller things first 2 Get them to try to communicate such information 3 Provide them with ready made text exemplifying a situation 任務(wù)可以來自各個方面 Tasks can have variety of starting point. They may draw on learners ow

31、n 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, demonstrations or interviews; they could be a combination of several of these. Planning classroom wo

32、rk 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 the overall training goals describe the flowchart of the tasks to be learned teach learners to name

33、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-making strategies and problem solving allow for practice of motor response (Miller, 1962) (p41) Task fun

34、ction: 任務(wù)型語言教學(xué)的功能任務(wù)型語言教學(xué)的功能： to provide a purpose for a classroom activity 為課堂活動提供具體、清晰的目標(biāo)為課堂活動提供具體、清晰的目標(biāo) to make language teaching more communicative 使語言教學(xué)更具有交際性使語言教學(xué)更具有交際性 Task types 任務(wù)的類型 Closed task one single correct answer or a restricted number of correct answers Open task no single correct a

35、nswer 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 distinguishing characteristic of each outcome is the type of perfor

36、mance 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. Task-Based Assessment Performance assessment is defined as syste

37、matic 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 performance. 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 challenges students to demonstrate wh