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Task-BasedLanguageTeaching任务型语言教学Task-BasedLanguageTeaching任务型语言教学1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.WhydoweuseTBLT?5.TaskAnalysis6.PlanningClassroomWork7.Principlesoftaskdesign8.PerformanceAssessment&TBLTSecondLanguageAcquisitionResearch•“Practicemakesperfect”doesnotalwaysapplytolearninggrammar.•They(students)oftenfailtouseitcorrectlywhenexpressingthemselvesfreely.Thistemporarymasteryseemstohappenwhentheyarepayingconsciousattentiontoform,butnotwhentheyaretryingtocommunicateandpayingattentiontomeaning.•JaneWillis根据语言习得的规律1.语法知识的记忆不能保证语言使用的正确•Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.•DavidNunan(1999)2.语言知识加交际的机会比仅仅讲语法更能提高学生使用语言的流利程度与语法的准确度•Grammar+opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.Montgomery&Eisenstein(1985)•(1985年作了一个实验，实验组教语法，但课外有实践的机会。另一组只讲语法。结果实验组交际能力强。而语法测试的成绩也比单讲语法的班好，虽然他们学的语法少。）3.学习者的参与与语言熟练程度的提高关系极大•Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.•Lim(1992)4.基本上以“交际”为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学都更好•Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.5.当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳程度•Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.Fourconditionsoflanguagelearning•Exposure(rich,comprehensibleinput,languageinuse)•Use(ofthelanguagetodothings,exchangemeanings)•Motivation(toprocessandusetheexposure:listen&readthelanguage;speakandwriteit)•Instruction(chancestofocusonform)WhatisTask-BasedLanguageTeaching•Focusesontheconstruction,sequencing,andevaluationofparticulargoal-relatedactioncomplexesthatlearnerscarryouteitherbythemselves(seePrabhu’smodel1987)orjointly(seeKumaravadivelu1993)•(Candlin&Murphy1987;Nunan1989)•Thetask-basedapproachaimsatprovingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.（香港中小学英语大纲）•Whataretasks?•Ataskisapieceofworkundertakenforoneselforforothers,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,borrowingalibrarybooktakingadrivingtestmakinganairlinereservationwritingacheckfindingastreetdestination,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。•Thecommunicativetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.•交际型任务是一种涉及到学习者理解，运用所学语言进行交流的课堂活动。学生的注意力主要集中在语言的意义上，而不是语言的形式上。ListeningtoaweatherforecastanddecidingwhattowearLookatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitationCompletingabankingapplicationDescribingaphotographofone’sfamily•Taskscanhavevarietyofstartingpoint.Theymaydrawonlearners’owninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.什么不是任务•Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.Role-playactivities•Veryofteninrole-playsituationsthereisnoactualoutcomeforstudentstoachieve,otherthantoenacttheirroles.Studentshavetothinkofsuitablethingstosaytoeachother,buttheyareunlikelytobeexchangingrealmeaning.•JaneWillis课堂任务的示例：•listeningtoaweatherforecastanddecidingwhattowear任务的结果：Thelearnerwilllistentoaweatherforecastandidentifythepredictedmaximumtemperaturefortheday.练习的结果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.Theessentialdifferencebetweentaskandexercise•TaskTaskhasanonlinguisticoutcome•ExerciseAnexercisehasalinguisticoutcome任务活动与语言练习有着本质的区别。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养，重视学习者在完成任务过程中的参与和在交流活动中所获得的经验。(Seeexamplebelow)•Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.•Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdo