任務(wù)型語(yǔ)言教與學(xué)（英語(yǔ)課件）

1、Chapter 1Tasks in SLA and language pedagogyIntroductionWhy mentioned this concept?-using language communicating information - real-time communicationDefining a “task”Dimensions:scope, perspective,authenticity,language skill, cognitive processes, outcomesScopetask- meaning-focusedexercises-form-focus

2、edtask- language usersexercise-language learnersPerspectivedesignerparticipantsAuthenticityreal-world activityreal-world taskLanguage skilloralwrittenCognitive processes“comperhending, manipulating, producing, or interacting in the target language” (Nunan 1989).selecting, reasoning, classifying, seq

3、uencing information, and transforming information from one form of representation to anotherOutcomes V.S. AimOutcomes refers to what the learners arrive at when they have completed the task.Aim refers to the pedagogic purpose of the task, which is to elicit meaning-focused language use, receptive an

4、d/or productive.Criterial features of a task1.A task is a workplan2.A task involves a primary focus on meaning3.A task involves real-world processes of language use4.A task can involve any of the four language skills5.A task engages cognitive processes6.A task has a clearly defined communicative out

5、comeUnfocused and focused tasks? Whats the diference between and why do we need to distinguish these two concepts?The design features of tasksWright (1987): iuput data, outputNunan (1989;48): input, activities, goalsCanale (1983): linguistic competence, siciolinguistic competence, discourse competen

6、ce, strategic competenceTasks in SLA researchBilingual Syntax Measure (BSM) (Burt, Dulay, and Hernandez 1973)Interaction Hypothesis (Long 1981 and 1983)Scaffolding, collaborative dialogue (Vygotskian)Tasks in language teachingCommunicative language teachingTask-supported language teachingTask-based

7、language teachingCLT aims at giving the learners a authentic communication environment to develop the learners ability in using language. interactional function transactional function (Brown and Yule 1983)weak and strong versions (Howatt;1984)weak versionStressing the importance of providing learner

8、s with opportunities to use English for the purpose of communication(learning to use)strong versionLanguage is acquired through communication, through communication we can stimulate the development of language system.(using English to learn it)Chapter 2 Tasks, listening comprehension, and SLAIntrodu

9、ctionlistening = inputlistening task can be the starting stage for low proficiency learners (beginners)non-threatening (no competition)two types of listening:1. main idea 2. specific / detailed infromationListening-to-comprehend1. The listeners role Goffman(1981): overhearers( accidentally hear what

10、 other people are saying, when they do not know that you have heard)addresseeshearers ? I am not quiet sure for the relationship of the above 3 factors in listening?2. Listening purpose- understand the scripts fully- indeterminate understand the listening scripts3. The utilization of schematic knowl

11、edgeThree types of content schemata:general factual knowledge; local factual knowledge; socio-culture knowledge (Andersen and Lynch 1988)Listeners comprehend a text in 3 ways: interpretation; prediction; hypothesis testingtwo models: top-down down-top4. The utilization of contextual knowledgeListene

12、rs make use of contextual clues in conjunction with their schematic knowledge.Listening comprehend not listening-to-acquire.5. The collaborative construction of a mental model6.An interactive model of listening comprehension bottom-up processing top-down processingListening-to-learnP45-P49Researchin

13、g listening taskstasks: interactive / reciprocal non-interactive / non-reciprocalListen-and-do tasks:1. cedures5.predicted outcomes Academic listening tasks: note quality & comprehensionConclusionTheoretical considerationsMethodological considerationsPedagogic considerati

14、ons 2017 09 04Chapter 3Tasks, interaction, and SLAIntroduction1. the negotiation of meaning2. communicative strategies3. communicative effectivenessThe study of learner interactionThe negotiation of meaningFour strategies:p711. comprehension check2. clarifiation firmation checks4. recastscommunicati

15、ve strategies1. reduction(?)2.achievementcommunicative effectiveness:Three kinds of ability (Yule 1997)perceptual/comparision/linguisticInteraction and language acquisitionThe Interaction Hypothesis: The Interaction hypothesis is a theory of second-language acquisition which states that the developm

16、ent of language proficiency is promoted by face-to-face interaction and communication.Q: WHAT ABOUT ONLINE COMMUNICATION? Communication strategies and language acquisition: the more language learners acquire, the more communicatively effective they become; the more effective they are as communicator

17、s, the more opportunities for language acquisition they obtain.Investigating tasks: a review of the L2 researchTask features:1) required vs. optional information exchange2) information gap: one-way vs. two-ways tasks3) task outcome: open vs. closed tasksTask implementation1) participant role2) task

18、repetition3) interlocutor familiarity(students can perform a task with the one who are familiar or not)4) type of feedbackChapter 4Tasks, production and language acquisitionThe representation of linguistic knowledge1) the nature of the faculty for language : UG symbolist and connection theories2) im

19、plicit and explicit knowledge:im.: no aware ex.:aware, verbalize3) Rule- and exemplar-based linguistic knowledgeLanguage productioninformation-processing models(Levelt 1989): three principal components: conceptualizer, formulation, articulationProduction and language acquisitionsix roles of producti

20、onthree aspects of production: fluency, accuracy, complexityTask performance and production: a review of the researchMeasuring language productionanalysis of speech unit (AS-unit) The effects of task design variables:1 the type of input the task supplies 2 the task conditions 3 the task outcomesInpu

21、t variables1. contextual support2. number of elements in a task3. topicTask conditions1. shared vs. split information2. task demandsTask outcomes:1 closed versus open tasks2 the inherent structure of the outcome3. discourse modleTask implementation factor: planning(the effects of online planning/ st

22、rategic planning), rehearsal, post-task requirement（10點(diǎn)15分 911）Chapter 5Focused tasks and SLAThe psycholinguistic rationale for focused tasksSkill-building theories and automatic processing .automatic processing involves the activation of certain nodes in memory each time the appropriate inputs are

23、present. This activaton is a learned response that has been bulit up through consistent mapping of the same input to the same pattern of activation over many trials.(McLaughlin and Heredia 1996:214)input activate (old knowledge)restructuring (McLaughlin 1990)U-shaped pattern declarative knowledge （g

24、rammar rules taught by teachers） procedural knoeledge(D.K. is automatized, without any thinking)feedback: learn-perform-learnU-shaped patternThe skills start out at a high performance level and over time the skills descend to a lower position on the Y-axis. After another period of time the skill onc

25、e again ascends to a higher position on the y-axis. immature intuition mature intuitionTheories of implicit learningimplicit learning (N. Ellis 1994:1)Implicit learning is the learning of complex information in an incidental manner, without awareness of what has been learned.unconsciouslyautomatictw

26、o stages: intake; acquisitionDesigning focused tasks 1. Structure-based production tasks “a task that involves exchange of information and automatized the existing knowledge, a task which makes the target structure natural, useful or essential “(Ellis, 2003, ）. The role of structure-production tasks

27、 in eliciting various question forms in lower proficiency EFL learners was studied by Mackey (1999). She noted that when the tasks were performed interactively with native speakers, the learners often had difficulties producing a particular question form. But, if the tasks were persisted, students w

28、ere able to formulate more target-like and comprehensible question to their interlocutor. The result also indicated that learners who completed the given tasks (story completion, picture sequencing and differences) manifested clear developmental gains in their production (Ellis, 2003).（ISSN 1799-259

29、1 Theory and Practice in Language Studies, Vol. 5, No. 5, pp. 1078-1089, May 2015 DOI: /10.17507/tpls.0505.24）2. Comprehension tasks1) Input enrichment feature: frequent; salient in the input2) Input processingThree key components:A. an explanation of a form-meaning relationshipeg. He beated me.= I

30、was beaten by him. B. information about processing strategicsC. structured-input activities3. Conscioueness-raising tasks main characteristics of C.R.1) There is an attempt to isolate a specific linguistic feature for focused attention2) The learners are provided with data that illustrate the target

31、ed feature and they may also be provided with an explicit rule describing or explaining the feature3) The learners are expected to utilize intellectual effort to understand the targeted feature.4) Learners may be optionally required t verbalize a rule describing the grammatical structure.C.R.thesis:

32、 raising the consciousness of lexical chunksA number of studies have investigated whether C-R tasks are effective in developing explicit knowledge of the L2.Implementing focused tasks1) Implicit methodological techniques feedback: clarification requests(teachers repeat the knowledeg in the right way

33、)/ recasts(students retell what he has learnt)2) Explicit methodological techniquespre-emptive(asking a question or check by himself with metacognitive) / responsive focus(negative feedback) Chapter 6Sociocultural SLA and tasksIntroductionA sociocultural theory of mind (SCT)1. Mediated learninguse o

34、f some material tool(words card to remember new words)interaction with another personuse of symbols (language)Lantolf(2000a):mediation by others in social interactionmediation by self through private speechmediation by artifacts(technology)2. Verbal interaction and learning1) to use new language str

35、uctures and items through collaboration with others(practice)2) to subsequently engage in more independent use of the structures they have internalized in relatively undemanding tasks(practice makes perfect)3) to finally use the structures in cognitively more complex tasks(consolidation and producti

36、on)3. Private speechOhta (2001b:16): audible speech not adapted to an addressee.(what the speaker says just can be understood by himself)4. The zone of proximal developmentIndividual have difference in ZPD, how the teacher make a standard to give different students help?5. Scaffolding, collaborative

37、, dialogue and instructional conversationsfeatures of scaffolding:1) recruiting interest in the task2) simplifying the task3) maintaining pursuit of the goal4) marking critical features and discrepancies between what has been produced and the ideal solution5) controlling frustration during problem s

38、olving6) demonstrating an idealized version of the act to be performedActivity theory“a unified account of Vygotskys original proposals on the nature and development of human behavior”(Lantolf 2000b:8)Three dimensions of cognition-motives(why), goals(what), and operations(how)Task-based research bas

39、ed on a sociocultural theory of the mind1.Constructing an activity out of a tasktask vs. activityorientation(how learners view a task)intersubjectivity:In its weakest sense, intersubjectivity refers to agreement. There is intersubjectivity between people if they agree on a given set of meanings or a

40、 definition of the situation. goal-directedness and L2 acquisition2. Tasks as instrument of cognitive changescaffolding and collabrative dialoguemetatalkprivate speechChapter 7Designing task-based language coursesA framwork for task-based course designsequencing criteriathe revise order of textbook:

41、from lower level to higher levelfrom easy to complexfrequency is also importantClassifyng tasksA pedagogic classification:1.listing2.ordering and blem-solving5.sharing personal experiences6.creative tasksA rhetorical classification of tasks draws on theories of rhetoric that distinguish d

42、ifferent discourse domains in terms of their structure and linguistic properties-narrative, instructions, description, reports, etc.A cognitive classification1. information gap activity encoding & decoding the information 2. reasoning-gap activity get some new info. through the given info. by infere

43、nce, deduction, practical reasoning.3. opinion-gap activity discuss in a given situation, and know a personal preference, feeling, or attitude A psycholinguistic classification1. interactant relationship negotiation2. interaction requirement all participants in a negotiation 3. goal orientation conv

44、ergnce(collaboration) divergence(independence)4. outcome options closed and openGO FOR IT Grade 8In this task, all the students can be requested to answer the above survery. At the same time they are also the information suppliers. After the group discussion, they are required to report and then the

45、y hold all the information which they collected before. And for the change of their roles in the task, we call-interactant relationship. Its a two-way task, students have two roles at the same time(Information gatherers and suppliers).A general frameworkThe thematic content of tasksSequencing tasksF

46、actors relating to input1) input medium: oral, written, pictures, diagrams,etc.2) code complexity: high frequency vocabulary and a low level of subordination(simple sentences)3) cognitive complexity: information type(static,dynamic,abstract); the number of different elements or relationships involve

47、d 4) context dependency:?5) familiarity of information:familiar contentFactors relating to task conditions1) conditions influencing the negotiation of meaning2) task demands3) discourse mode: monologic or dialogicFactors relating to task outcomes1) medium of the outcome2) the scope of the outcome3)

48、the discourse domain of the outcome4) complexity of the outcomeConstructing a task-based syllabus1. determining goals of the course2. choosing task types and themes3. specifying the teaching context4. sequencing tasksIncorporating a focus on form into a task-based syllabus1.selecting and sequencing

49、linguistic content2.specifying the linguistic content for developing implicit knowledge3.specifying the linguistic content for developing explicit knowledgeChapter 8The methodology of task-based teachingA framework for designing task-based lessonsPhaseExamples of optionsA Pre-taskframing the activit

50、y, eg. establishing the outcomes of the taskdoing a similar taskB During taskbalanceintegrationaccuracy and fluencyC Post-tasklearner reporttest relate to the taskconsolidate1) supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson2) ask

51、ing students to observe a model of how to perform the task(task model learning)3) engaging learners in non-task activities designed to prepare them (vocabulary and grammar learning)4) strategic planning of the main task performance(no planning / language focus / content focus)Participatory structure

52、Participatory structurePrototypical form of interactionA IndividualIntrapersonal, eg. by means of private speechB Social 1.Teacher-class 2.Student-class 3.Small group or pair workInterpersonalTeacher studentsStudents teacher and other studentsStudents student(teacher)Teacher-class means the teacher

53、is also a participant of the task, it will lead a nervous atmosphere in the classroom.2 & 3 are better than 1, teacher can be the instructor or helper druing the task.Working on tasks in pairs and groupsadvantages: quantity of learner speech can increase/ reduce anxiety/ increase motivation/ increas

54、e enjoyment/ increase independence/ increase learningdisadvantage:learners prefer tradtional to communicative(Nunan 1989)/ learners find their progress is very little/ limitation of learners oral proficiencyCooperative learning1) students orientation to the task2) individual accountability3) group c

55、omposition4) distribution of information5) physical arrangement of students6) collaborative skills7) group permanence and cohesion8) teachers roleWorking on tasks in a whole-class context1. teacher talk: L1 OR L2/ complexity/ quantity of the teachers talk.2. instructional conversations3. peer teachi

56、ngThe steps in an instructional conversation are:1. Choose a focus. 2. Prepare for the instructional conversation. 3. Begin the conversation. 4. Expand the conversation. 5. Write in learning logs. (1&2.pre-task; 3&4 main-task 3 for beginner and 4 for higher level; 5 post-task )Chapter 9 & 10Assessme

57、nt and Evaluating of the TBLTAssessment and EvaluatingAssessment is mainly used for test whether the students complete the tasks.Evaluating is mainly used for evaluate the task it-self and wether the whole class is successful or not.Assessment 測(cè)試Evaluating 教學(xué)評(píng)估Types of language assessmentDirect(holi

58、stic)Indirect(analytic)system-referencedtraditional tests of general language ability:-free composition-oral interviewinformation-transfer tests:-information-gap-opinion-gap-reasoning-gapdiscrete-item tests of linguistic knowledge:-multiple-choice grammar or vocabulary tests-elicited imitation of sp

59、ecific linguistic features-error-identification testsintergrative tests:-cloze-dictationperformance-referecedspecific purpose tests:-tests based on observing real-world tasks-simulations of real-world tasks(bargain when shopping)tests that seek to measure specific aspects of communicative proficienc

60、y discretely:-tests of specific academic sub-skills-tests of the ability to perform specific functions or strategiesinformation-transfer testsinformation-gap opinion-gap: compositionreasoning gapThe components of a task-based test1) a task：must have a content an appropriate discourse domain must be