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1、Unit2Part2Task-BasedLanguageTeaching任务型语言教学任务型语言教学 I.Revision1)Whatarethedifferencesbetweenthetraditionalforeignlanguageteachingandlanguageuseinreallife?2)Whatistheultimategoalofforeignlanguagelearning?3)Howcanwebridgethebiggapbetweenthesetwo?II.Task-basedLanguageTeachingBesidesCLT,therehasbeenanoth
2、erlanguageteachingapproachwhichhasbecomemoreandmorepopularfromlate1980s,thatis,Task-basedLanguageTeaching(TBLT). “TBLT”isafurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithco
3、mmunication-focusedteaching.2.1WhatistherelationshipbetweenTBLTandCLT?P26DefinitionoftaskP27Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任务是人们在日常生活中所从事的任务是人们在日常生活中所从事的有目的的活有目的的活动。动。paintingafence,
4、dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybook,takingadrivingtest,makinganairlinereservation,writingacheck,findingastreetdestination,etc.Whatpeopledoineverydaylife:TASKSAtaskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).
5、(Richards,PlattandWeber1986:289) 任务任务=人们在学习、理解、体会语言之后所人们在学习、理解、体会语言之后所开展的活动。开展的活动。ListeningtoaweatherforecastanddecidingwhattowearLookingatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitationCompletingabankingapplicationDescribingaphotographofonesfamilyFourcomponentsofataskrApurposerA
6、contextrAprocessrAproductP28TASKPURPOSECONTEXTPROCESSOUTCOMEMEANINGCOMMUNICATIVEAUTHENICITYThecomponentsofatask：目标目标 （Goals） 信息输入信息输入（InputData) 语言信息（语言信息（Verbaldata）非语言信息（非语言信息（Non-verbaldata） 活动活动 （Activities） 结果结果 （Outcome) 语言结果语言结果（Verbaloutcome）非语言结果（非语言结果（Non-verbaloutcome） Goal: Exchanging pe
7、rsonal informationInput: Questionnaire on sleeping habitsActivity: 1) Reading questionnaire 2) Asking and answering questions about sleeping habitsTeacherrole: Monitor and facilitator to specify what is regarded as successful completion of the taskLearnerrole: Conversational partnerSetting: Classroo
8、m / pair work Whatarenottasks?Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the forms Do you like? Yes, I do/ No, I dont. whe
9、re there is no outcome or purpose other than practice of pre-specified language.tasksexercisesfocussituationoutcomelanguageerrorformmeaningnosituationreal-lifesituationcorrectformaccomplishmentoftaskpracticeofassignedformchoiceofformandcontent immediatecorrectiondelayedcorrectionCheckiftheyaretaskso
10、rnot:Activity1:ListentoAlexisandJoe.Numberthepictures1-3.Activity2:Listenagain.Fillintheblankswiththecorrectverbsfromthebox. Go for it,8BP5Activity3:Onapieceofpaper,writeaboutyourlifeintenyears.Dontwriteyournameonthepaper.Putallthestudentspapertogether.Taketurnsreadingthepapers,Thenguesswhowrotethem
11、.Go for it,8BP6Activity4:ReadthelettertoAuntChenscolumnandthenwritesomeadvice.Go for it,8BP15Activity5:Lookatthepictures.ListenandcheckwhatLinglingcando.New Standard English7AP8Activity6:Listenandchoosethecorrectpicture. New Standard English 7A P14Activity7:Lookatthepicturesandcompletethesentences.N
12、ew Standard English 7A P12PracticeTurnyourbookstoPage29anddoTaskNo.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）展示任务成果的方
13、式（而不是以测试的分数）来体现教学的成就。来体现教学的成就。陈陈琳琳王王蔷蔷程晓堂（程晓堂（2002：104-105）所谓任务型语言教学，其核心思想就是要模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。后的日常生活中的语言应用结合起来。转引自张琳琳（转引自张琳琳（2004）Fourdimensionsofteachingandlearningtasksrepresentedbythe“four eyes”:Involv
14、ement(参与参与),Inquiry(探究探究),Induction(归纳归纳),Incorporation(整合整合).TBLTIncorporationInductionInquiryInvolvementlearningthenusinglearningbyusinglearningforusinglearningbydoingdoingthingswith(by)languageRodEllis1.TBLTofferstheopportunityfor“natural”learninginsidetheclassroom. 2.Itemphasizesmeaningoverformb
15、utcanalsocaterforlearningform.3.Itisintrinsicallymotivating.4.Itiscompatiblewithalearner-centerededucationalphilosophy.5.Itcanbeusedalongsideamoretraditionalapproach.FeaturesofTBLT1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.强调通过用目标语交流来学会交际强调通过用目标语交流来学会交际2.Theintroduction
16、ofauthentictextsintothelearningsituation.将真实的语言材料引入学习的环境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，也关注学习的过程关注语言的本身，也关注学习的过程4.Anenhancementofthelearnersownpersonalexperiencesasimportantcontributingelementstoclassroomlearning
17、.学习者的个人经历对语言学习具有重要意义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试图把课内的语言学习与社会的语言活动结合起来。合起来。(Nunan1991)1.Pre-taskphase;2.While(During)-taskphase;3.Post-taskphase2.7Threephasesinatask-basedlessonIntroducetotopicandtaskTaskcy
18、cleTaskPlanningRepotLanguagefocusAnalysisPracticePre-taskWillis model for task-based instruction (Willis, 1996:127) Long1991P31Pre-taskphase:lThreepurposes:-tointroducenewlanguagethatlearnerscanusewhileperformingthetask;-tomobilizeexistinglinguisticresources;-toeaseprocessingload,andtopushlearnersto
19、interprettasksinmoredemandingways.Someoptions:Allowthestudentstimetoplan.1.Provideamodel2.Doasimilartask3.Pre-teachkeylinguisticitemslOngeneralcognitivedemandsofthetask对任务要求的总体感知对任务要求的总体感知lAnemphasisonlinguisticfactors关注语言因素关注语言因素lSupportinglearnersinperformingatasksimilartothetasktheywillperformint
20、heduring-taskphaseofthelesson让学生做一些在后面完成任让学生做一些在后面完成任务时需要的准备工作务时需要的准备工作lNon-taskpreparationactivities-brainstorming大脑风暴大脑风暴-mindmap思维图思维图While-taskphase:Someoptions:1.Participatorystructure参与方式参与方式:Whole-classvs.smallgroupwork;individualorinteraction2.Setatimeforcompletingthetask.3.Varythenumberofpa
21、rticipants.4.Introduceasurpriseelement.5.Tellstudentstheywillhavetopresentareporttothewholeclass.6.pairandgroupworkareseenascentraltotask-basedteaching;notalltasksareinteractiveThepost-taskphase:Threemajorpedagogicalgoals:-toprovideanopportunityforarepeatingperformanceofthetask（提供再做任务的机会）（提供再做任务的机会）
22、-toencouragereflectiononhowthetaskwasperformed（反思任务是怎样完成的）（反思任务是怎样完成的）-toencourageattentiontoform（关注语言的形式）（关注语言的形式）2.8AppropriatenessofTBLTintheChinesecontext?a. Beginning with production, TBLT mightweakentheinputandlanguageformpractice.b.Itisverydifficultforthedesignerstoselect,gradeandsequencethet
23、asksscientifically.c.Itneglectsthedifferencesbetweendifferentcultures.TBLTplacesahighdemandontheteachersand classroom conditions (the teachersEnglish proficiency, the big class size, thelimited class time, the lack of languagesituation,thetest-orientedlanguagelearning,theassessmentsystem,etc.).Prope
24、rattitudetowardTBLTWedbetteracquireacompromiseviewpoint.Aneclecticmethodcanbemoreworkableandpractical in the Chinese context. We shouldadapt TBLT to our concrete conditions. Wecannotcopyitmechanically.TBLTisnottheonly feasible way for the foreign languageteachinginourcountry.任务型教学代表了西方重视输出的语言学习文化，任务
25、型教学代表了西方重视输出的语言学习文化，其引进和倡导对改变我国传统的英语课堂教学具有其引进和倡导对改变我国传统的英语课堂教学具有重要的借鉴意义。同时还应看到，我国特有的将英重要的借鉴意义。同时还应看到，我国特有的将英语作为外语来学的语言学习环境和条件与西方国家语作为外语来学的语言学习环境和条件与西方国家许多英语学习者将英语作为第二语言来学的特定环许多英语学习者将英语作为第二语言来学的特定环境和条件有许多不同，加上任务型教学本身的问题境和条件有许多不同，加上任务型教学本身的问题和局限，我们对任务型教学的借鉴应该抓住其本质和局限，我们对任务型教学的借鉴应该抓住其本质与合理内核，促进其与我国传统外语
26、教学方式相互与合理内核，促进其与我国传统外语教学方式相互取长补短，而不是形式上的盲目模仿。取长补短，而不是形式上的盲目模仿。魏永红（魏永红（2004：163）HomeworkWhatarethelimitationsofCLTandTBLTundertheChineseforeignlanguageteachingsetting?PP35-36Referencebooksp 魏永红. 任务型外语教学研究认知心理学视角. 上海: 华东师范大学出版社, 2004.p Skehan, P. 1996. Second language acquisition research and task-based instruction, in Willis, J. & Willis, D. Challenge and Change in Language Teaching. UK: Macmillan Publishers Limited.p Willis, J. 1996. A flexible frramework for task-based learning, in Willis, J. & Willis, D. Challenge and Change in Language Teaching. UK: Macmillan Publishers Limited.
