Task-Based Language Teaching任务教学法

Task-BasedLanguageTeaching任务型语言教学DefinitionWhatisTask-basedlanguageteaching?WhatisTask?WhatisTask-basedLanguageTeaching?TBLTisaninstructioninwhichlearnersaregiventaskstocompleteintheclassroommakingtheassumptionthattransectingtasksinthiswaywillengagenaturalisticacquisitionmechanismsandcausetheunderlyinginter-languagesystemtobestretchedanddrivedevelopmentforward.（Kreshan)WhatisTask?…anactivityorgoalthatiscarriedoutusinglanguage.…anactivitywhichhavemeaningastheirprimaryfocus.Successintasksisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.…apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.TheoreticalBackgroundTask-basedlanguageteaching(TBLT)isderivedfromcommunicativeapproach.TheprimarytheoryoflearningunderlyingTBLTcanbedatedbacktoKrashen’sLanguageAcquisitionTheory.SocialConstructivismTheorybelieveslearninganddevelopmentaresocialandcooperativeactivities.TheProcedureofTask-BasedLanguageTeachingThreephasesinatask-basedlesson:1.Pre-taskphase2.While-taskphase3.Post-taskphasePre-taskphase:Theteacherintroducesthetopicandgivesthestudentsclearinstructionsonwhattheywillhavetodoatthetaskstageandmighthelpthestudentstorecallsomelanguagethatmaybeusefulforthetask.Thepre-taskstagecanalsooftenincludeplayingarecordingofpeopledoingthetask.Thisgivesthestudentsaclearmodelofwhatwillbeexpectedofthem.Thestudentscantakenotesandspendtimepreparingforthetask.Threepurposes:--tointroducenewlanguagethatlearnerscanusewhileperformingthetask;--tomobilizeexistinglinguisticresources;--toeaseprocessingload,andtopushlearnerstointerprettasksinmoredemandingways.Someoptions:Allowthestudentstimetoplan.ProvideamodelDoasimilartaskPre-teachkeylinguisticitemsWhile-taskphase:TaskThestudentscompleteataskinpairsorgroupsusingthelanguageresourcesthattheyhaveastheteachermonitorsandoffersencouragementPlanningStudentsprepareashortoralorwrittenreporttotelltheclasswhathappenedduringtheirtask.Theythenpracticewhattheyaregoingtosayintheirgroups.Meanwhiletheteacherisavailableforthestudentstoaskforadvicetoclearupanylanguagequestionstheymayhave.ReportStudentsthenreportbacktotheclassorallyorreadthewrittenreport.Theteacherchoosestheorderofwhenstudentswillpresenttheirreportsandmaygivethestudentssomequickfeedbackonthecontent.AtthisstagetheteachermayalsoplayarecordingofothersdoingthesametaskforthestudentstocompareThepost-taskphase:AnalysisTheteacherthenhighlightsrelevantpartsfromthetextforthestudentstoanalyse.Theymayaskstudentstonoticeinterestingfeatureswithinthistext.TheteachercanalsohighlightthelanguagethatthestudentsusedduringthereportphaseforanalysisPracticeFinally,theteacherselectslanguageareastopractisebasedupontheneedsofthestudentsandwhatemergedfromthetaskandreportphases.ThestudentsthendopracticeactivitiestoincreasetheirconfidenceandmakeanoteofusefullanguageThepost-taskphase:Threemajorpedagogicalgoals:--toprovideanopportunityforarepeatingperformanceofthetask.--toencouragereflectiononhowthetaskwasperformed.--toencourageattentiontoform.Advantages1.Task-basedteachingofferstheopportunityfornaturallearninginsidetheclassroom.2.Itemphasizesmeaningoverformbutcanalsocaterforlearning.3.Itisintrinsicallymotivating.4.Itiscompatiblewithalearner-centrededucationalphilosophy.5.ItcanbeusedalongsideamoretraditionalapproachDisadvantagesDespitetheadvantagesofTBLTanditscurrentprominenceintheresearchliterature,therearestillrelativelyfewgenuinetask-basedtextbooksonthemarket.1.Onereasonisthatitisdifficultforteacherstoadaptthematerials.AsTBLTisanewapproachrequiringachangeinmethodologicalfocus,meanwhileitneedstheoveralllearningofnewtechniques.2.Thesecondreasonisthatitisabigchallengefordesignersoftextbooksandsyllabuses.Thisrequiresthemtoredesigngrammaticalexercisesintotask-basedlanguageactivitiesandcomeupwithtasksdetailedenoughtoallowforcomparativeanalysis.3.ThethirdreasonisthatitmaybenotappropriatetoregardTBLTasthefoundationofaclassforbeginningstudents