3.Task-Based Language Teaching

Task-BasedLanguageTeaching1.Revision1)Whatarethedifferencesbetweenthetraditionalforeignlanguageteachingandlanguageuseinreallife?2)Howcanwebridgethebiggapbetweenthesetwo?2.Task-basedLanguageTeachingBesidesCLT,therehasbeenanotherlanguageteachingapproachwhichhasbecomemoreandmorepopularfromlate1980s,thatis,Task-basedLanguageTeaching(TBLT).•“TBLT”isafurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.•“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.2.1WhatistherelationshipbetweentheTBLTandCLT?2.2DefinitionoftaskAtaskisapieceofworkundertakenforoneselforforothers,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’sfamilyTASKPURPOSECONTEXTPROCESSOUTCOME2.3FourcomponentsofataskPurpose:ExchangingpersonalinformationContext:QuestionnaireonlearninghabitsTeacherrole:MonitorandfacilitatorLearnerrole:ConversationalpartnerSetting:Classroom/pairworkProcess:1)Readingquestionnaire2)AskingandansweringquestionsaboutlearninghabitsOutcome:2.4Whatarenottasks?•Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.tasksexercisesfocussituationoutcomelanguageerrorformmeaningnosituationreal-lifesituationcorrectformaccomplishmentoftaskpracticeofassignedformchoiceofformandcontentimmediatecorrectiondelayedcorrectionCheckiftheyaretasksornot:Activity1:ListentoAlexandJoe.Numberthepictures.Activity2:Listenagain.Fillintheblankswiththecorrectverbsfromthebox.Activity3:Onapieceofpaper,writeaboutyourlifeintenyears.Don’twriteyournameonthepaper.Putallthestudents’papertogether.Taketurnsreadingthepapers,Thenguesswhowrotethem.Activity4:ReadthelettertoAuntChen’scolumnandthenwritesomeadvice.Activity5:Listenandchoosethecorrectpicture.PracticeActivity.AdangerousmomentStudentAHaveyoueverbeeninasituationwhereyoufeltyourlifewasindanger?Describethesituationtoyourpartner.Tellhim/herwhathappened.Giveanaccountofhowyoufeltwhenyouwereindangerandafterwards.StudentBListentoyourpartner’snarrationaboutadangerousmomentinhis/herlife.Drawapicturetoshowwhathappenedtoyourpartner.Showhim/heryourpicturewhenyouhavefinishedit.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).TBLTIncorporationInductionInquiryInvolvementlearningthenusinglearningbyusinglearningforusinglearningbydoing2.6FeaturesofTBLT1.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。1.Pre-taskphase;2.While(During)-taskphase;3.Post-taskphase2.7Threephasesinatask-basedlessonPre-taskphase:Someoptions:Ongeneralcognitivedemandsofthetask对任务要求的总体感知Anemphasisonlinguisticfactors关注语言因素Supportinglearnersinperformingatasksimilartothetasktheywillperformintheduring-taskphaseofthelesson让学生做一些在后面完成任务时需要的准备工作Non-taskpreparationactivities---brainstorming大脑风暴---mindmap思维图While-taskphase:Someoptions:1.Structure:whole-classvs.smallgroupwork;individualorinteraction2.Setatimeforcompletingthetask.3.Varythenumberofparticipants.4.Introduceasurpriseelement.5.Tellstudentstheywillhavetopresentareporttothewholeclass.•pairandgroupworkareseenascentraltotask-basedteachingPost-taskphase:Someoptions:--toprovideanopportunityforarepeatingperformanceofthetask（提供再做任务的机会）--toencouragereflectiononhowthetaskwasperformed（反思任务是怎样完成的）--toencourageattentiontoform（关注语言的形式）2.8AppropriatenessofTBLTintheChinesecontext?a.Beginningwithproduction,TBLTmightweakentheinputandlanguageformpractice.b.Itisve