任务型语言教学.ppt
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1、UNIT 2,Communicative Principles and Activities,Language use in real life vs. traditional pedagogy more Fostering communicative competence more 3. The implementation of language skills more 4. Communicative activities more,Task 1.,(1) Language competence and communicative competence a. Chomskys theor
2、y: competence simply means knowledge of the language system: grammatical knowledge in other words b. Hymess theory: “there are “rules of use without which the rules of grammar would be useless”. Besides grammatical rules, language use is governed by rules of use, which ensure that the desired or int
3、ended functions are performed and the language used is appropriate to the context. c. Communicative competence: according to Hymes, communicative competence included four aspects: . grammatically acceptable . understandable . social norms . actually use d. Features of CLT more,i. authentic and creat
4、ive ii. meaning rather than form iii. relevant to the needsiv. task-based teachingv. functional approach e. Principles of CLTi. Communicative principleii. Task principleiii. Meaningfulness principle,(1) In listening and speaking, students should have the chance to listen to and produce what is meani
5、ngful, authentic, unpredictable, and reactive if ever possible. In reading. Since communicative courses focus on meaning rather than on form, the reading skill is redefined to focus on the purpose of reading. (3) In writing, students should make the writing more meaningful and authentic, that is to
6、practice writing to express their own feelings or describe their own experience.,(1) MMC system. Mechanic drills, meaningful drills and communicative drills. / Functional communicative activities, and Asocial interaction activities,(P. 18) Six criteria for evaluating communicative classroom activiti
7、es: i. communicative purpose ii. communicative desire iii. content, not form iv. variety of language v. no teacher intervention vi. no materials control,Task-Based Language Teaching任务型语言教学,Task-Based Language Teaching 任务型语言教学,1. Second Language Acquisition and TBLT 2. What is TBLT 3. What Are Tasks?
8、 4. Why do we use TBLT? 5. Task Analysis 6. Planning Classroom Work 7. Principles of task design 8. Performance Assessment they may be based on written text, recordings of spoken data, or visual data; they could be activities like games, demonstrations or interviews; they could be a combination of s
9、everal of these.,什么不是任务,Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the forms Do you like? Yes, I do/ No, I dont. where the
10、re is no outcome or purpose other than practice of pre-specified language.,Role-play activities,Very often in role-play situations there is no actual outcome for students to achieve, other than to enact their roles. Students have to think of suitable things to say to each other, but they are unlikel
11、y to be exchanging real meaning. Jane Willis,课堂任务的示例: listening to a weather forecast and deciding what to wear 任务的结果: The learner will listen to a weather forecast and identify the predicted maximum temperature for the day. 练习的结果: The learner will listen to an aural text and answer questions afterw
12、ards on whether given statements are true or false.,The essential difference between task and exercise,Task Task has a nonlinguistic outcome Exercise An exercise has a linguistic outcome 任务活动与语言练习有着本质的区别。任务活动所谋求的效果不是一种机械的语言训练,而是侧重在执行任务中学生自我完成任务的能力和策略的培养,重视学习者在完成任务过程中的参与和在交流活动中所获得的经验。 (See example be
13、low),Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. A task-based approach sees the language process as one of learning through doing- it is primarily engaging in meaning that the learners system is encourag
14、ed to develop. ( Long and Crooks 1993),Why do we use TBLT?,The tasks will engage students, challenge them, and allow for contingent interaction. According to Csikszetmihalyi (1993:xiv) They have concrete goals and manageable rules. They make it possible to adjust opportunities for action to our capa
15、cities. They provide clear information about how well we are doing. They screen out distractions and make concentration possible,Meaning and form,The meaning versus form (or fluency versus accuracy) debate is no longer a discriminating factor among teaching approaches because meaning and form are as
16、sumed to be essential for learning (e.g., Long, 1991; Long 2) to develop some form of assessment to determine if learners have learned the tasks in question. In order to develop training and tests that are congruent with the objective (i.e. require the same level of cognitive, affective, or psychomo
17、tor performance), the designer needs to know what type of task is being learned. (Jonassen, 1999. p25),Gagnes Taxonomy. Three types of tasks or objectives: knowledge, skills, or ability. (A taxonomy is a hierarchical classification scheme that organizes objects or phenomena into categories. ),Planni
18、ng the final tasks,Final tasks are communication tasks at their highest point of communicativeness, at a level that is realistic and achievable by the students in a given class. They will serve as indicators of the development of communicative competence in a given class.,Final tasks in which the st
19、udents in the classroom interact,There is a tangible end product: posters, letters to penfriends, 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 who does t
20、he housework at home?,Enabling tasks,They act as support for communication tasks. Their purpose is to provide students with the necessary linguistic tools to carry out a communication task. They can be as meaningful as possible, their main focus is on linguistic aspects (grammar, vocabulary, pronunc
21、iation, functions, discourse) rather than on meaning. They are overt language learning experiences, whose aim is to enable students to communicate as smoothly and effectively as possible.,Some types of classroom work that maybe classified as enabling task,a. Presentation of necessary new language (
22、functions, grammar,vocabulary, phonology, discourse features checking that the new language has been understood b. Controlled pre-communication practice or awareness-raising tasks usually focused on accuracy,Communication Tasks,A communication task is a piece of classroom work during which learners
23、attention is principally focused on meaning rather than form, that is on what is being expressed rather than on the linguistic forms used for expressing it. As far as possible, resembles activities which our students or other people carry out in everyday life. As far as possible, resembles activitie
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