Unit2Part2

Task-BasedLanguageTeaching

任務(wù)型語言教學(xué)

Unit2Part2

Task-BasedL1I.Revision1)Whatarethedifferencesbetweenthetraditionalforeignlanguageteachingandlanguageuseinreallife?2)Whatistheultimategoalofforeignlanguagelearning?

3)Howcanwebridgethebiggapbetweenthesetwo?I.Revision1)Whatarethedif2II.Task-basedLanguageTeachingBesidesCLT,therehasbeenanotherlanguageteachingapproachwhichhasbecomemoreandmorepopularfromlate1980s,thatis,Task-basedLanguageTeaching(TBLT).

II.Task-basedLanguageTeachi3“TBLT”isafurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithcommunicationfocusedteaching.

“TBLT”isafurtherdevelopmen42.1Whatisatask?P27Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任務(wù)是人們?cè)谌粘Ｉ钪兴鶑氖碌挠心康牡幕顒?dòng)。

2.1Whatisatask?P27Ata5paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybook,takingadrivingtest,makinganairlinereservation,writingacheck,findingastreetdestination,etc.Whatpeopledoineverydaylife:TASKSpaintingafence,Whatpeopled6

Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).(Richards,PlattandWeber1986:289)

任務(wù)=人們?cè)趯W(xué)習(xí)、理解、體會(huì)語言之后所開展的活動(dòng)。Ataskisanactivityoract7ListeningtoaweatherforecastanddecidingwhattowearLookingatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitation

Completingabankingapplication

Describingaphotographofone’sfamilyListeningtoaweatherforecas82.2FourcomponentsofataskApurposeAcontextAprocessAproductP282.2Fourcomponentsofatask9

Goal:ExchangingpersonalinformationInput:QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:MonitorandfacilitatortospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:ConversationalpartnerSetting:Classroom/pairwork

Goal:Exchangingp102.3Whatarenottasks?Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.

wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.2.3Whatarenottasks?Tasksd11Theessentialdifferences

betweentaskandexercise

TaskTaskhasanonlinguisticoutcomeExercise

Anexercisehasalinguisticoutcome

任務(wù)活動(dòng)與語言練習(xí)有著本質(zhì)的區(qū)別。任務(wù)活動(dòng)所謀求的效果不是一種機(jī)械的語言訓(xùn)練，而是側(cè)重在執(zhí)行任務(wù)中學(xué)生自我完成任務(wù)的能力和策略的培養(yǎng)，重視學(xué)習(xí)者在完成任務(wù)過程中的參與和在交流活動(dòng)中所獲得的經(jīng)驗(yàn)。P28Theessentialdifferences

bet12

Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing.(LongandCrookes1993)Successinthetaskiseval13PracticeTurnyourbookstoPage29anddoTaskNo.10.PracticeTurnyourbookstoPag14Ithasbeentheoreticallybasedontherulesofsecondlanguageacquisition.2.4WhyisTBLTadoptedbylanguageteachers?Ithasbeentheoreticallybase151)Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.

DavidNunan(1999)語法知識(shí)的記憶不能保證語言使用的正確。1)Knowledgeofgrammaticalru16語言知識(shí)加交際的機(jī)會(huì)比僅僅講語法更能提高學(xué)生使用語言的流利程度與語法的準(zhǔn)確度。2)Languageknowledge+opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.

Montgomery&Eisenstein(1985)語言知識(shí)加交際的機(jī)會(huì)比僅僅講語法更能提高學(xué)生使用語言的流利程173)Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.

Lim(1992)學(xué)習(xí)者積極主動(dòng)的參與與語言熟練程度的提高關(guān)系極大。3)Learnerparticipationincl18基本上以“交際”為導(dǎo)向的課堂教學(xué)，但同時(shí)也有明確的語法講解，要比只注重語法教學(xué)或回避語法講解的沉浸式教學(xué)都更好。4)Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.基本上以“交際”為導(dǎo)向的課堂教學(xué)，但同時(shí)也有明確的語法講解，19當(dāng)學(xué)習(xí)者積極地參與用目的語進(jìn)行交際的嘗試時(shí)，語言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行的任務(wù)使他們當(dāng)前的語言能力發(fā)揮至極點(diǎn)時(shí)，習(xí)得也擴(kuò)展到最佳程度。5)Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.當(dāng)學(xué)習(xí)者積極地參與用目的語進(jìn)行交際的嘗試時(shí)，語言也被掌握了。202.5FeaturesofTBLT1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.強(qiáng)調(diào)通過用目標(biāo)語交流來學(xué)會(huì)交際

2.Theintroductionofauthentictextsintothelearningsituation.將真實(shí)的語言材料引入學(xué)習(xí)的環(huán)境2.5FeaturesofTBLT1.Anem213.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguageitself,butalsoonthelearningprocess.

關(guān)注語言的本身，也關(guān)注學(xué)習(xí)的過程4.Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.學(xué)習(xí)者的個(gè)人經(jīng)歷對(duì)語言學(xué)習(xí)具有重要意義3.Provisionofopportunities225.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.試圖把課內(nèi)的語言學(xué)習(xí)與社會(huì)的語言活動(dòng)結(jié)合起來。

(Nunan1991)5.Anattempttolinkclassroo232.6ThreePedagogicalGoalsfor

Task-basedApproaches

Accuracy準(zhǔn)確程度Accuracyconcernshowwelllanguageisproducedinrelationtothetargetlanguage.2.6ThreePedagogicalGoalsfo24

Complexity

綜合程度

Complexityconcernshowfarlearnersrelyonprefabricatedphrasesandestablishedroutines,andhowfartheyneedtoexpandtheirlanguageresourcestomeetthecommunicativechallenge.Complexity綜合程度25Fluency

流利程度Fluencyconcernsthelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation.(Skehan1994)

Fluency流利程度262.7PrinciplestoDesign

TheauthenticityprincipleTheform-functionprincipleThetaskdependencyprincipleLearningbydoing2.7PrinciplestoDesignThea27Theauthenticityprinciple

言語、情境真實(shí)性原則Thelinguisticdatathatlearnersworkwithareauthentic.Therelationshipbetweenlinguisticformandcommunicativefunctionarecleartothelearner.任務(wù)的設(shè)計(jì)要提供給學(xué)習(xí)者明確、真實(shí)的語言信息。學(xué)習(xí)者應(yīng)該清楚語言形式和語言功能之間的關(guān)系。使學(xué)習(xí)者在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語言、掌握語言的應(yīng)用。Theauthenticityprinciple

言語、28Theform-functionprinciple

形式-功能性原則Teachinglanguageinwaysthatmakeformandfunctionrelationshipstransparent任務(wù)的設(shè)計(jì)注重形式和語言功能的結(jié)合。旨在使學(xué)習(xí)者掌握語言形式的同時(shí)，培養(yǎng)其自我把握語言功能的能力；每一階段任務(wù)的設(shè)計(jì)都具有一定的導(dǎo)入性，學(xué)生在學(xué)習(xí)語言形式的基礎(chǔ)上，通過系列任務(wù)的訓(xùn)練，能夠自己進(jìn)行推理和演繹，從而理解語言的功能，并在交際中進(jìn)行真實(shí)運(yùn)用。Theform-functionprinciple

形式29Thetaskdependencyprinciple

階梯型任務(wù)原則

Aseriesoftasksinalessonorunitofworkformsakindofpedagogicalladder,eachtaskrepresentingarungontheladder,enablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.

Thetaskdependencyprinciple

30Learningbydoing

做中學(xué)原則

Learningbydoingmotivatesstudentstofulfilltheirpotential.Learnersmasterthelanguagebyusingitcommunicativelyintheclassroom,althoughtheystillhavetolearngrammarandmemorizevocabulary.

Learningbydoing

做中學(xué)原則Lear312.8Activitytypes

Information-gapactivity

Reasoning-gapactivity

(decidingwhattodoafterlisteningorreading,workingoutaplan,atimetableorsomethingelse)

Opinion-gapactivity

(storycompletion,socialissuediscussion,etc)2.8ActivitytypesInformation32HomeworkWhatarethelimitationsofCLTandTBLTundertheChineseforeignlanguageteachingsetting?HomeworkWhatarethelimitatio33Referencebooks魏永紅.任務(wù)型外語教學(xué)研究—認(rèn)知心理學(xué)視角.上海:華東師范大學(xué)出版社,2004.Skehan,P.1996.Secondlanguageacquisitionresearchandtask-basedinstruction,inWillis,J.&Willis,D.ChallengeandChangeinLanguageTeaching.UK:MacmillanPublishersLimited.Willis,J.1996.Aflexiblefrrameworkfortask-basedlearning,inWillis,J.&Willis,D.ChallengeandChangeinLanguageTeaching.UK:MacmillanPublishersLimited.Referencebooks魏永紅.任務(wù)型外語教學(xué)研究34Thankyou!Thankyou!35Unit2Part2

Task-BasedLanguageTeaching

任務(wù)型語言教學(xué)

Unit2Part2

Task-BasedL36I.Revision1)Whatarethedifferencesbetweenthetraditionalforeignlanguageteachingandlanguageuseinreallife?2)Whatistheultimategoalofforeignlanguagelearning?

3)Howcanwebridgethebiggapbetweenthesetwo?I.Revision1)Whatarethedif37II.Task-basedLanguageTeachingBesidesCLT,therehasbeenanotherlanguageteachingapproachwhichhasbecomemoreandmorepopularfromlate1980s,thatis,Task-basedLanguageTeaching(TBLT).

II.Task-basedLanguageTeachi38“TBLT”isafurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithcommunicationfocusedteaching.

“TBLT”isafurtherdevelopmen392.1Whatisatask?P27Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任務(wù)是人們?cè)谌粘Ｉ钪兴鶑氖碌挠心康牡幕顒?dòng)。

2.1Whatisatask?P27Ata40paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybook,takingadrivingtest,makinganairlinereservation,writingacheck,findingastreetdestination,etc.Whatpeopledoineverydaylife:TASKSpaintingafence,Whatpeopled41

Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).(Richards,PlattandWeber1986:289)

任務(wù)=人們?cè)趯W(xué)習(xí)、理解、體會(huì)語言之后所開展的活動(dòng)。Ataskisanactivityoract42ListeningtoaweatherforecastanddecidingwhattowearLookingatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitation

Completingabankingapplication

Describingaphotographofone’sfamilyListeningtoaweatherforecas432.2FourcomponentsofataskApurposeAcontextAprocessAproductP282.2Fourcomponentsofatask44

Goal:ExchangingpersonalinformationInput:QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:MonitorandfacilitatortospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:ConversationalpartnerSetting:Classroom/pairwork

Goal:Exchangingp452.3Whatarenottasks?Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.

wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.2.3Whatarenottasks?Tasksd46Theessentialdifferences

betweentaskandexercise

TaskTaskhasanonlinguisticoutcomeExercise

Anexercisehasalinguisticoutcome

任務(wù)活動(dòng)與語言練習(xí)有著本質(zhì)的區(qū)別。任務(wù)活動(dòng)所謀求的效果不是一種機(jī)械的語言訓(xùn)練，而是側(cè)重在執(zhí)行任務(wù)中學(xué)生自我完成任務(wù)的能力和策略的培養(yǎng)，重視學(xué)習(xí)者在完成任務(wù)過程中的參與和在交流活動(dòng)中所獲得的經(jīng)驗(yàn)。P28Theessentialdifferences

bet47

Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing.(LongandCrookes1993)Successinthetaskiseval48PracticeTurnyourbookstoPage29anddoTaskNo.10.PracticeTurnyourbookstoPag49Ithasbeentheoreticallybasedontherulesofsecondlanguageacquisition.2.4WhyisTBLTadoptedbylanguageteachers?Ithasbeentheoreticallybase501)Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.

DavidNunan(1999)語法知識(shí)的記憶不能保證語言使用的正確。1)Knowledgeofgrammaticalru51語言知識(shí)加交際的機(jī)會(huì)比僅僅講語法更能提高學(xué)生使用語言的流利程度與語法的準(zhǔn)確度。2)Languageknowledge+opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.

Montgomery&Eisenstein(1985)語言知識(shí)加交際的機(jī)會(huì)比僅僅講語法更能提高學(xué)生使用語言的流利程523)Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.

Lim(1992)學(xué)習(xí)者積極主動(dòng)的參與與語言熟練程度的提高關(guān)系極大。3)Learnerparticipationincl53基本上以“交際”為導(dǎo)向的課堂教學(xué)，但同時(shí)也有明確的語法講解，要比只注重語法教學(xué)或回避語法講解的沉浸式教學(xué)都更好。4)Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.基本上以“交際”為導(dǎo)向的課堂教學(xué)，但同時(shí)也有明確的語法講解，54當(dāng)學(xué)習(xí)者積極地參與用目的語進(jìn)行交際的嘗試時(shí)，語言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行的任務(wù)使他們當(dāng)前的語言能力發(fā)揮至極點(diǎn)時(shí)，習(xí)得也擴(kuò)展到最佳程度。5)Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.當(dāng)學(xué)習(xí)者積極地參與用目的語進(jìn)行交際的嘗試時(shí)，語言也被掌握了。552.5FeaturesofTBLT1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.強(qiáng)調(diào)通過用目標(biāo)語交流來學(xué)會(huì)交際

2.Theintroductionofauthentictextsintothelearningsituation.將真實(shí)的語言材料引入學(xué)習(xí)的環(huán)境2.5FeaturesofTBLT1.Anem563.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguageitself,butalsoonthelearningprocess.

關(guān)注語言的本身，也關(guān)注學(xué)習(xí)的過程4.Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.學(xué)習(xí)者的個(gè)人經(jīng)歷對(duì)語言學(xué)習(xí)具有重要意義3.Provisionofopportunities575.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.試圖把課內(nèi)的語言學(xué)習(xí)與社會(huì)的語言活動(dòng)結(jié)合起來。

(Nunan1991)5.Anattempttolinkclassroo582.6ThreePedagogicalGoalsfor

Task-basedApproaches

Accuracy準(zhǔn)確程度Accuracyconcernshowwelllanguageisproducedinrelationtothetargetlanguage.2.6ThreePedagogicalGoalsfo59

Complexity

綜合程度

Complexityconcernshowfarlearnersrelyonprefabricatedphrasesandestablishedroutines,andhowfartheyneedtoexpandtheirlanguageresourcestomeetthecommunicativechallenge.Complexity綜合程度60Fluency

流利程度Fluencyconcernsthelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation.(Skehan1994)

Fluency流利程度612.7PrinciplestoDesign

TheauthenticityprincipleTheform-functionprincipleThetaskdependencyprincipleLearningbydoing2.7PrinciplestoDesignThea62Theauthenticityprinciple

言語、情境真實(shí)性原則Thelinguisticdatathatlearnersworkwithareauthentic.Therelationshipbetweenlinguisticformandcommunicativefunctionarecleartothelearner.任務(wù)的設(shè)計(jì)要提供給學(xué)習(xí)者明確、真實(shí)的語言信息。學(xué)習(xí)者應(yīng)該清楚語言形式和語言功能之間的關(guān)系。使學(xué)習(xí)者在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語言、掌握語言的應(yīng)用。Theauthenticityprinciple

言語、63Theform-functionprinciple

形