任務(wù)型教學(xué)Task-basedteachingmethod匯編

1、1、Definition2、Background3、Advantages & Disadvantages4、Characteristics 5、In practice1、Definition Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful task

2、s using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especial

3、ly popular for developing target language fluency and student confidence.2、Background Task-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s. TBLL was popularized by N. Prabhu while workin

4、g in Bangalore, Indiacitation needed. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Task-based language teaching can be regarded as one particular development within the broader “communicati

5、ve approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions. AdvantagesTask-based learning is advantageous to the student because it is more student-centered, allows for more mea

6、ningful communication, and often provides for practical extra-linguistic skill building. Although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. 3、Advantages & Disadvantages This allows them to use all the l

7、anguage they know and are learning, rather than just the target language of the lesson. Furthermore, as the tasks are likely to be familiar to the students (eg: visiting the doctor), students are more likely to be engaged, which may further motivate them in their language learning. DisadvantagesTher

8、e have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students. The major disadvantage for beginning students is that the focus of task-based language learning is on output, when beginning language learners often go through a silent period requ

9、iring massive amounts of comprehensible input. Others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate. Teachers may want to keep these in mind when designing a task-based learning lesson plan.4、Characteristics 1Tasks

10、are activities in which students work purposefully towards an objective. 2The objective may be one that students have set for themselves or one which has been set by the teacher.3Tasks may be carried out in competition with other or(more often) in collaboration.4They may be carried out individually

11、or (more often) in groups.5The outcome may be something concrete( e.g. a report or presentation) or something intangible(e.g. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see

12、this relationship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is rel

13、ated to learning the language. 5、In practice The core of the lesson is, as the name suggests, the task. All parts of the language used are deemphasized during the activity itself, in order to get students to focus on the task. Although there may be several effective frameworks for creating a task-ba

14、sed learning lesson, here is a rather comprehensive one suggested by Jane Willis. Pre-task In the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, the teacher may prime the students with key vocabulary or grammatical constructs, although, in p

15、ure task-based learning lessons, these will be presented as suggestions and the students would be encouraged to use what they are comfortable with in order to complete the task. The instructor may also present a model of the task by either doing it themselves or by presenting picture, audio, or vide

16、o demonstrating the task.Task During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teachers role is typically limited to one of an observer or counselo

17、rthus the reason for it being a more student-centered methodology.Planning Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students.Report The students then present this informat

18、ion to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.Analysis Here the focus returns to the teacher who reviews what happened in the task, in regards to language. It may include language forms that the students were u