任务导向性教学法-task-based-language-teaching

Task-BasedLanguageTeachingBackground•TBLTreferstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.•TBLTdrawsonseveralprinciplesthatformedpartofthecommunicativelanguageteachingfromthe1980s.•MalaysianCommunicationalSyllabus•BangaloreProject•Background•---Activitiesthatinvolverealcommunicationareessentialforlanguagelearning.•---Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.•---LanguagethatismeaningfultothelearnersupportsthelearningprocessBackground•Thedefinitionoftask:•Anactivityorgoalthatiscarriedoutusinglanguage,suchasfindingasolutiontoapuzzle,readingamapandgivingdirections,writingaletterandsoon.•Successintasksisevaluatedintermsofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.•Background•Prabhu:•Ataskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregualtethatprocess•Crookes:•Ataskisapieceofworkoractivity,usuallywithaspecifiedobjective,undertakenaspartofaneducationalcourse,atwork,orusedtoelicitdataforresearchBackground•Thedefinitionoftask-basedinstruction•Numan•Thecomomunicativetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Thetaskshouldalsohaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownright.Background•Keyassumptionsoftask-baedinstruction•---Thefocusisonprocessratherthanproduct.•---Purposefulactivities,emphasizecommunicationandmeaning•---Learnersinteractcommunicativelyandpurposefullywhileengagedintheactivitiesandtasks.•---Activitiesandtaskscanbeeither:...•---Activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty.•---Thedifficultyofataskdependsonsomefactors:....Fourcategoriesofteamperformancefunction•Orientationfunctions•Organizationalfunctions•Adaptationfunctions•MotivationalfunctionsApproach:Theoryoflanguageandlearning•Theoryoflanguage•--Languageisprimarilyameansofmakingmeaning•--MultiplemodelsoflanguageinformTBI•(structural/functional/interactionalmodesoflanguage)•--Lexicalunitsarecentralinlanguageuseandlanguagelearning•--ConversationisthecentralfocusoflanguageandthekeystoneoflanguageacquisitionApproach:Theoryoflanguageandlearning•Theoryoflearning•--Tasksprovideboththeinputandoutputprocessingnecessaryforlanguageacquisition•--Taskactivityandachievementaremotivational•--Learningdifficultycanbenegotiatedandfine-tunedforparticularpedagogicalpurposesDesign•Objectives:•Selectionsoftasksshouldbebasedonacarefulanalysisofthereal-worldneedsoflearners.Design•Syllabus:(Aconventionalsyllabus&Task-basedsyllabus)Aconventionalsyllabus:(Specifiescontentandlearningoutcomes)--languagestructures--functions--topicsandthemes--macro-skills(reading,writing,listening,speaking)--competencies--texttypes--vocabularytargetsDesign•Syllabus:•Task-basedsyllabus:•(Specifiestheprocessdimensionsoflearning)•real-worldtasks:•(aredesignedtopracticeorrehearsethosetasksthatarefoundtobeimportantinaneedsanalysisandturnouttobeimportantandusefulintherealworld)•pedagogicaltasks:•(haveapsycholinguisticbasisinSLAtheoryandresearchbutdonotreflectreal-worldtasks)DesignSyllabus:•Taskdifficulty•Procedures•Inputtext•Outputrequired•Amountandtypeofhelpgiven•Roleofteachersandlearners•Timeallowed•Motivation•Confidence•LearrningStylesDesignTypesoflearningandteachingactivities•Tasktypes:•Sixtasktypes---byWills•--listening•--orderingandsorting•--comparing•--problemsolving•--sharingpersonalexperiences•--creativetasks•Pica,KanagyandFalodun•---Jigsawtasks•---Information-gaptasks•---Problem-solvingtasks•---Decision-makingtasks•---Opinionexchangetasks•Design•Learnerroles:•--Groupparticipant•--Monitor•--Risk-takenandinnovator•Teacherroles:•--Selectorandsequenceroftasks•--Preparinglearnersfortasks•--Consciousness-raisingDesign•Theroleofinstructionalmaterials•--Pedagogicmaterials•--Realia:•Newspaper•Television•InternetProcedureWills(1996)l）前任务（pre-task）——教师引入任务。2）任务环（taskcycle）：•a．任务（task）——学生执行任务；•b．计划（planning）——各组学生准备如何向全班报告任务完成的情况；•c．报告（reporting）——学生报告任务完成的情况。3)后任务（post-task）：•a．分析（analysis）——学生通过录音分析其他各组执行任务的情况；•b．操练（practice）——学生在教师指导下练习语言难点。Strengthsandweakness1．任务型教学的优点（1）任务型教学注重真实场景下的、以明确目标为导向的语言交际活动；它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。学生在参与课堂活动时是带着极大的兴趣和热情的，所以整个课堂是一种积极有效的学习过程。（2）它提倡以教师教学为主导、以学生的学习为主体的教学活动。在教学过程中教师不再是高高在上的权威和主宰，而是以组织者、引导者、顾问或者同伴的身份出现，学生的学习也成为一种满足需要、发展兴趣、提高能力的过程。（3）它倡导体验、实践、参与、探究、交流和合作的学习方式，学生在参与教师或教材精心设计的任务活动中认识语言，运用语言，发现问题，找出规律，归纳知识和感受成功。2．任务型教学的缺点•（1）课堂效率低，难以保证大班额课堂教学任务的完成。任务型教学以学生的学习为中心，把课堂学习的主动权交给了学生，虽然教师可以根据课堂实际情况对课堂进度进行调控，但由于目前班级的实际情况（大多数班级人数在50左右，农村学校甚至更多）课堂所设计的任务或项目一般都很难在规定的时间内完成。所以往往教师采取的做法是要么缩短任务完成的时间，要么把部分任务放到课后去完成，这样就造成课堂任务完成的质量难以保证，甚至任务的执行也成为形式和走过场。2．任务型教学的缺点•（2）课堂的组织和任务的设计与实施过分依赖教师的教学能力和教学水平，故在目前很难保证大面积的教学质量的提升。我们发现有的教师对于任务型课堂教学的模式把握的并不是很理想。有的教师按部就班地完成课本上的教学步骤，造成学生词汇、语法、句式等基础知识严重缺乏，影响其今后的进一步学习；而有的教师则还是沿袭传统的3P教学，强化词汇和语言的输入，把教材上的活动任务作为练习和补充，这样学生的基础知识是扎实了，但又严重脱离了任务型教学的初衷，把原本要还给学生的课堂又变成了以教师为主的