Mediation-Theory-and-TBL-中介理論和任務型語言教學課件

1、Mediation Theory and TBLT中介理論和任務型語言教學羅少茜北京師范大學外語系sheilabj99Agenda Humanistic approachMediation theoryTask-based language teaching and learningComprehension knowledge TBLT dimensions Three generations of tasksTask-based approach teaching cycleHumanistic language teachingHumanistic principles of educa

2、tion: Emphasize the achievement of students full potential for growth by acknowledging the importance of the affective dimension in learning as well as the cognitive dimension.Encourage learners to recognize their feelings and put them to use by caring for and sharing with others, thereby increasing

3、 their own self-esteem and their motivation to learn. (Ellis)- respect for authority of teachers- teachers should not be questioned- positive value placed on silence- emphasis on group orientation to learning (Flowerdrew, 1995:14)- teachers valued as guide and facilitator- teachers are opened to cha

4、llenge- positive value placed on self-expression of ideas- emphasis on individual development TraditionalTask-based自我概念W-A-Y (Who Are You)20 Sentences:I am a girl.Im 14.Im from Beijing.Questions:think of some course that you took as a student: were you having some problems in understanding the mater

5、ial?how did you overcome the difficulties and make it easier to learn? What strategies did you use? identify the course: what made that course difficult? Which part?what was the challenge?A social constructivist model of the teaching-learning processTeachersLearnersTasksContexts12種中介特征適用于所有學習情境：1 重要

6、性 Significance2 超越當前的目的 Purpose beyond the here and now3 讓對方明白意圖 Shared intentionQuestions to considerWhat are my reasons for selecting a particular activity for my students?What significance (or value)does that activity hold for these students personally or in a wider cultural sense?How might the a

7、ctivity lead to learning that will be useful to the students in the future?How can I introduce the activity to the students in a manner that conveys clearly what I want them to do and why?How can I ensure that the students are ready, willing and able to attempt the task?學會學習的自我控制4 勝任感 A sense of com

8、petence5 對自己行為的控制 Control of own behavior6 確立目標 Goal-setting7 挑戰(zhàn)使學生需要挑戰(zhàn)、尋求挑戰(zhàn) Challenge8 認識變化 Awareness of change9 相信積極的結果 A belief in positive outcomesLong-term goalsby the end of this course/term I want tomy plan to achieve this isShort-term goalsthis week I shallActivity- what I learned- how I per

9、formed- difficulties I still have促進學生的社會化發(fā)展共享 Sharing個性 Individuality歸屬感 A sense of belonging（Feuerstein, 1991)Theme-centered interaction ThemeI We (Legutke and Thomas 1991)Task-based Language Teaching & LearningPurpose: based on needsContent: knowledge & skillsUse: use of the knowledge and skills -

10、abilityAssessmentTask-based Language Teaching & LearningNunan (1993) MeaningInvolvement of learners participationWillis (1996) An outcome and a final productSkehan (1998)A problem to solveRelated with real-worldComprehension strategiesThree main sources of knowledge:Schematic knowledgebackground kno

11、wledge- factual- socioculturalprocedural knowledge- how knowledge is used in discourseComprehension StrategiesContextual knowledgeknowledge of situation-physical setting, participants, etc.knowledge of co-text- what has been, will be saidSystemic knowledgesyntactic, semantic, morphological(Andersen

12、and Lynch, 1988:13)Four dimensions of teaching and learning tasks represented by the “four eyes”involvement 參與inquiry 探究induction 歸納incorporation 合作Three generations of tasks(Littlewood, 2004; Ribe & Vidal, 1993)First generation tasks: to develop students communicative ability in specific type of si

13、tuation or area of language. (e.g. information gap.)Problem-solving: the students have a map of Beijing with bus and subway routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)Second Generation

14、 TasksPose challenges of a broader nature. To develop not only communication skills but also general cognitive strategies of handling and organising information. E.g.Analysing what info. needed in order to complete the task - Deciding on procedures - Collecting information Selecting relevant data Pr

15、esenting data in a organised way analysing processand resultsThird Generation TasksThe scope widens further: communicative skills + cognitive strategies + global personality development (students personality through the experience of learning a foreign language).Designing an alternative world: brain

16、storm aspects of environment identify the needed language and information carry out individual and group research discuss and decide the ways to change present the topic and evaluate the activity.The task-based approach teaching cycle:Task-selectionTask-settingTask-monitoringTask-checkingTasks in wh

17、ich the students in the classroom interactThere is a tangible end product: posters, letters to pen-friends, 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 wh

18、o does the housework at home? A Task A settingA problemProblem-solveingEvaluation An unforgettable eventStudent A Tell your partner an unforgettable even in your life. Describe in detail.An unforgettable eventStudent BListen to your partner tell you about the unforgettable experience in his/her life. Draw a picture to show what happened to your partner. Show him/her your picture when you have finished it.SummaryEffective performance assessment always has: - a clear purpose in minda suitable learning environmentinvolve student behaviors that can be easily observed and evaluat