英语教学法-TBLT

TBLT---Task-BasedLanguageTeaching---groupthreeBackground----SunBeibeiApproach--------CaiMingyueDesign------------ZhangYanqi-----ZhaoHainiProcedureandconclusion---DongXiaoyanBackground--(P223)TBLTisalogicaldevelopmentofCLTDefinition:Itreferstoapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.Thetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.History1950s:firstappearedinthevocationaltrainingpractices1975:theMalaysianCommunicationalSyllabus1985:theBangaloreProject(Prabhu)1989:DavidNunanoffershisdefinition.1980s:tasksasSLAresearchtools(LongandCrookes)1996:Someofitsproponents(e.g.Willis)presentitasalogicaldevelopmentofCLT.1998s:Feezcomeupthekeyassumptionsoftask-basedinstruction.KeyassumptionsofTBI---P224LinkstoCLT&SupportfromSLA---P224Firstappearance:vocationaltrainingpracticeofthe1950s----P225Categoriesofteamperformancefunction:abcd---P225OccupationaltasksVSacademictasks—P226NotionsofTask1.Acentralunitofplanningandteaching.(P224)2.WilliamsandBurden(1997)anactivitythatlearnersengageinfurthertheprocessoflearningalanguage3.Skehan1996b:20anactivitywhichhavemeaningastheirprimaryfocus4.Crooksoffersthedefinition(P233)task:anactivityorgoalthatiscarriedoutbyusinglanguageeg:readingamapandgivingdirections;makingatelephonecall;TASKCOMMUNICATIVESETTINGPURPOSEACTIONTeacherandSsInput&outputCanyouidentifytheexceriseandtask?Role-playadialogueinthetextbook.Readapassageandanswerquestions.Doasurveytofindoutthemostfavoritefoodintheclass.Changesentencesintopassivevoice.Writeaboutyourfavoritesport.Replytoane-mailmessage.Makealistofdrinksandfoodforaparty.TheoryoflanguageVStheoryoflearning(P226-227)TBLTismotivatedbyatheoryoflearningThenatureoflanguageunderliningTBLT*thecentralroleofmeaning*matterofconvenienceClassificationsoftasktypes*educational&social*personal&narrative&decision-making*interactional&communicativeTwoimportantrolesinSLA:Vocabulary&conversation要有自己的见解Theoryoflanguage1)Languageisprimarilyameansofmakingmeaning(itfocusesonthecentralroleofmeaninginlanguageuse)2)MultiplemodelsoflanguageinformTBIa.structionalcriteriab.functionalclassificationsc.interactionaldimensions3)Lexicalunitsarecentralinlanguageuseandlanguagelearning4)ConversationisthecentralfocusoflanguageandthekeystoneoflanguageacquisitionTheoryoflearning---（P228-229）1)Tasksprovideboththeinputandoutputprocessingnecessaryforlanguageacquisition(Tasks,itissaid,providefullopportunitiesforbothinputandoutputrequirements,whicharebelievedtobekeyprocessesinlanguagelearning)2)Taskactivityandachievementaremotivational3)Learningdifficultycanbenegotiatedandfinetunedforparticularpedagogicalpurposes.(specifictaskscanbedesignedtofacilitatetheuseandlearningofparticularaspectsoflanguage)FourconditionsoflanguagelearningExposure(rich,comprehensibleinput,languageinuse)Use(ofthelanguagetodothings,exchangemeanings)Motivation(toprocessandusetheexposure:listen&readthelanguage;speakandwriteit)Instruction(chancestofocusonform)SecondLanguageAcquisitionResearch“Practicemakesperfect”doesnotalwaysapplytolearninggrammar.They(students)oftenfailtouseitcorrectlywhenexpressingthemselvesfreely.Thistemporarymasteryseemstohappenwhentheyarepayingconsciousattentiontoform,butnotwhentheyaretryingtocommunicateandpayingattentiontomeaning.JaneWillisDesignofObjective-P230SpecificneedsofparticularlearnersAnexample:EnglishLanguagesyllabusinschoolMalaysiantoattempttodefinetheroleofEnglishanticipatedvocationalusesofEnglishforschoolleavers24objectiveswasproposedComponentsofobjectivesIntellectualskills–subdividedintodiscriminations,concepts,andrulesProblemsolving–combiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategies–skillsinmanagingone’slearningandthinkingprocessesVerbalinformation–memorizationoffactsandbodiesofinformationMotorskills–executingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudes–anemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”)Thesyllabus---(P230-232)Differencesbetweenaconventionallanguageandatask-basedone(P230)1989Nunan:twotypesoftasks:*real-world*pedagogicalTop10tasktypesputforwardby--TheBangaloreProjectNorris,Brown,Hudsonprovideexamplesofreal-worldtasksSituationalLanguageTeachingevaluation:dimensions\difficultylevel\order\RepresentativeBangaloreProjectPrabhu(普拉布)在印度邦加罗尔进行了一个加强交际法观点的实验(BangaloreProject),他提出了许多任务类型,并把学习内容编成一个个交际任务,让学生通过完成任务进行学习。TBLTwaspopularizedbyN.Prabhu（普拉布）whileworkinginBangalore,India.Prabhunoticedthathisstudentscouldlearnlanguagejustaseasilywithanon-linguisticproblemaswhentheywereconcentratingonlinguisticquestions.Typesoflearningandteachingactivities—P233-2341987Breen1987Prabhu1986Crookes1996Willis---6typesoftask1993Pica,Kanagy,Falodum---5classifications8Characteristicsoftasks---P234Learnerroles-P235someoverlapassumedforlearnersPrimaryrolesare:*groupparti