THE IMPLEMENTATION OF TASKBASED LANGUAGE TEACHING INTO SPOKEN ENGLISH TEACHING CLASS15.doc
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1、THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING INTO SPOKEN ENGLISH TEACHING CLASS任务型教学在英语口语教学中的运用I. The introduction of TBLT1. What is TBLT?Task-Based Language Teaching focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out eit
2、her by themselves or jointly. The Task-Based teaching method 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 f
3、or meaningful purposes. (The English zoning of primary and secondary school in Hong Kong)2. What is a task?A 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). Like pai
4、nting a fence, dressing a child, filling out a form, buying a pair of shoes, borrowing a library book, taking a driving test, making an airline reservation, writing a check, finding a street destination. 3. The advantages of TBLTa. Unlike a PPP approach, the students are free of language control. In
5、 all three stages they must use all their language resources rather than just practicing one pre-selected item. b. A natural context is developed from the students experiences with the language that is personalized and relevant to them. With PPP it is necessary to create contexts in which to present
6、 the language and sometimes they can be very unnatural. c. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. d. The language explored arises from the students needs.
7、This need dictates what will be covered in the lesson rather than a decision made by the teacher or the course book. e. It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centered by comparison.f. It is enjoyable and motivating.II. T
8、he Implementation of TBL into Spoken English Teaching in CollegeA.Spoken English and its featuresThe spoken language is the face-to-face oral expression language between person and person. It is the most frequent tool used by human in the society. From the view of linguistic point, spoken language i
9、s the interpersonal communication activity which is driven by the society and controlled by psycho-motor. The features of spoken English are like this: a. Reciprocal. All the people speak face-to-face with the object and speak with the people who listen to the exchange at any time. b. Contextualizat
10、ion. Both sides should start their communication based on specific occasions. Meanwhile, spoken language is also functional and structure language.B. Theoretical basis of task-based teaching in spoken English teachingThe theoretical basis of TBL is input and interaction hypothesis. Learning is a sen
11、se of language learning through teaching, while acquisition contacts the language system and masters the language mindlessly through communication. This is the difference between learning and acquisition. Mastering the language is mostly the result of the use of language in communication, rather tha
12、n simply training to learn language skills and knowledge of the language. Students must master the language by comprehensible input.It is argued that language can be learnt through conversational interaction. Modified interaction is indispensable for language acquisition. What students need is not a
13、 simple language forms, but the opportunities of understandable input and output. The relationship between modified interaction and language acquisition can be expressed with the following words:1.Interactional modification makes input comprehensible.2.Comprehensible promotes language acquisition.3.
14、Interactional modification promotes language acquisition.Task has a feature of structure, and it is composed of teaching goals, input, the form of the activity, roles of teacher and students and environment. The classroom task could be divided into two types: one is communication task in the real-wo
15、rld, and another is pedagogic communication task. The former is the task that students came across in the outside world, e.g. listening to the radio weather forecasts to decide whether to bring your raincoats or umbrellas, reading the advertisements to look for the renting house according to your re
16、ntal purposes and economic conditions. The latter is the task that be designed only for teaching.CThe implementation into spoken English teaching1. The basic content of Task-Based Language Teaching methodThe Task-Based Language Teaching in spoken English is a unique blend of spoken English in the cl
17、assroom teaching targets, activities through one or more specific tasks to realize that task for creating real or realistic scenes of communication. In the use of English to enable students to complete their tasks, they can learn English unconsciously. What is more important is to develop the abilit
18、y of students to use English. English is a tool for completing the task, a skill, rather than simply as a study of knowledge.In the class of TBL, students are at the center of the classroom, teachers are the facilitators to accomplishing the task, they are the organizers and supervisors, as well as
19、collaborators and partners.2. Principals of TBL in the spoken English teaching classa. Student-centered, task-driven, process-oriented,capability-developed, learning by doing. b. Provide opportunities for students to experience real use of English. c. Stimulate a natural desire in students to use En
20、glish. d. Challenge students to complete meaningful tasks with English as an effective tool. e. Let students gain a sense of achievement from what they do. f. Make students clear to take responsibilities for their own learning. g. Encourage students participation in and contribution to the lesson de
21、sign. 3. Task-based oral teaching stagesIn task-based oral teaching class, normally we choose one unit of each model theme or topic as the subject of a period study. Teaching requirements will be set up for the teaching task of this period. While teaching, we need to strengthen the ability of commun
22、ication for the students. The communicative nature of language should be fully embodies. It has three stages:Pre-task: That is the introduction of material stage to introduce learners to complete tasks and tasks to be in the form of the target language, meaning and usage, and to provide a suitable s
23、ituation for learners. Student can familiar with the relevant background knowledge and understanding of the text by completing the tasks, it also can reflect the completion of the target language function and the correlation between the situations set. Task: That is the practice stage. Firstly the s
24、tudents discuss in pairs or teams to complete tasks; the second is the basis for discussion by the rotating head of the task completed, the conclusion that discovery of orally; the third step is to select some groups reporting to class.Post-task: That is the output stage. After the completion of the
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