Unit-2-Part-2-Task-based-Language-Teaching(2009)

Unit2Part2Task-BasedLanguageTeaching任务型语言教学I.Revision1)Whatarethedifferencesbetweenthetraditionalforeignlanguageteachingandlanguageuseinreallife?2)Whatistheultimategoalofforeignlanguagelearning?3)Howcanwebridgethebiggapbetweenthesetwo?II.Task-basedLanguageTeachingBesidesCLT,therehasbeenanotherlanguageteachingapproachwhichhasbecomemoreandmorepopularfromlate1980s,thatis,Task-basedLanguageTeaching(TBLT).•“TBLT”isafurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.•“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.2.1WhatistherelationshipbetweenTBLTandCLT?P262.2DefinitionoftaskP27Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任务是人们在日常生活中所从事的有目的的活动。paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybook,takingadrivingtest,makinganairlinereservation,writingacheck,findingastreetdestination,etc.Whatpeopledoineverydaylife:TASKS•Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).(Richards,PlattandWeber1986:289)任务=人们在学习、理解、体会语言之后所开展的活动。ListeningtoaweatherforecastanddecidingwhattowearLookingatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitationCompletingabankingapplicationDescribingaphotographofone’sfamily2.3FourcomponentsofataskApurposeAcontextAprocessAproductP28TASKPURPOSECONTEXTPROCESSOUTCOMEMEANINGCOMMUNICATIVEAUTHENICITYThecomponentsofatask：目标（Goals）•信息输入（InputData)语言信息（Verbaldata）非语言信息（Non-verbaldata）•活动（Activities）•结果（Outcome)语言结果（Verbaloutcome）非语言结果（Non-verbaloutcome）Goal:ExchangingpersonalinformationInput:QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:MonitorandfacilitatortospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:ConversationalpartnerSetting:Classroom/pairwork2.4Whatarenottasks?•Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas•‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.tasksexercisesfocussituationoutcomelanguageerrorformmeaningnosituationreal-lifesituationcorrectformaccomplishmentoftaskpracticeofassignedformchoiceofformandcontentimmediatecorrectiondelayedcorrectionCheckiftheyaretasksornot:Activity1:ListentoAlexisandJoe.Numberthepictures[1-3].Activity2:Listenagain.Fillintheblankswiththecorrectverbsfromthebox.—Goforit,8BP5Activity3:Onapieceofpaper,writeaboutyourlifeintenyears.Don’twriteyournameonthepaper.Putallthestudents’papertogether.Taketurnsreadingthepapers,Thenguesswhowrotethem.—Goforit,8BP6Activity4:ReadthelettertoAuntChen’scolumnandthenwritesomeadvice.—Goforit,8BP15Activity5:Lookatthepictures.ListenandcheckwhatLinglingcando.—NewStandardEnglish7AP8Activity6:Listenandchoosethecorrectpicture.—NewStandardEnglish7AP14Activity7:Lookatthepicturesandcompletethesentences.—NewStandardEnglish7AP12PracticeTurnyourbookstoPage29anddoTaskNo.10.Task-basedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.2.5DefinitionofTBLT任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。—陈琳王蔷程晓堂（2002：104-105）所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。—转引自张琳琳（2004）Fourdimensionsofteachingandlearningtasksrepresentedbythe“foureyes”:Involvement(参与),Inquiry(探究),Induction(归纳),Incorporation(整合).TBLTIncorporationInductionInquiryInvolvementlearningthenusinglearningbyusinglearningforusinglearningbydoingdoingthingswith(by)language—RodEllis1.TBLTofferstheopportunityfor“natural”learninginsidetheclassroom.2.Itemphasizesmeaningoverformbutcanalsocaterforlearningform.3.Itisintrinsicallymotivating.4.Itiscompatiblewithalearner-centerededucationalphilosophy.5.Itcanbeusedalongsideamoretraditionalapproach.2.6FeaturesofTBLT1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.强调通过用目标语交流来学会交际2.Theintroductionofauthentictextsintothelearningsituation.将真实的语言材料引入学习的环境3.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguageitself,butalsoonthelearningprocess.关注语言的本身，也关注学习的过程4.Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.学习者的个人经历对语言学习具有重要意义5.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.试图把课内的语言学习与社会的语言活动结合起来。(Nunan1991)1.Pre-taskphase;2.While(During)-taskphase;3.Post-taskphase2.7Threephasesinatask-basedlessonIntroducetotopicandtaskTaskcycleTaskPlanningRepotLanguagefocusAnalysisPracticePre-taskWillis’modelfortask-basedinstruction(Willis,1996:127)Long1991P31Pre-taskphase:Threepurposes:--tointroducenewlanguagethatlearnerscanusewhileperformingthetask;--tomobilizeexistinglinguisticresources;--toeaseprocessingload,andtopushlearnerstointerprettasksinmoredemandingw