《任务型语言教学》由会员分享，可在线阅读，更多相关《任务型语言教学（74页珍藏版）》请在金锄头文库上搜索。
1、 UNIT 2Communicative Principles and Activities1.Language use in real life vs. traditional pedagogy moremore2.Fostering communicative competence moremore3. The implementation of language skills moremore4. Communicative activities moremore Task 1.In real life In traditional pedagogy How is Language us
2、ed/taught?What parts of language are used/ taught In traditional pedagogy In real life Focus on forms rather than functions Perform certain communicative functions Focus on one or two skillsUse all four skills Isolate language from its context Language is used in a certain context (1) Language compe
3、tence and communicative competence a. Chomskys theory: competence simply means knowledge of the language system: grammatical knowledge in other words b. Hymess theory: “there are “rules of use without which the rules of grammar would be useless”. Besides grammatical rules, language use is governed b
4、y rules of use, which ensure that the desired or intended functions are performed and the language used is appropriate to the context. c. Communicative competence: according to Hymes, communicative competence included four aspects: . grammatically acceptable . understandable . social norms . actuall
5、y use d. Features of CLT more i. authentic and creative ii. meaning rather than form iii. relevant to the needsiv. task-based teachingv. functional approache. Principles of CLTi. Communicative principleii. Task principleiii. Meaningfulness principle(1) (1) In listening and speaking, students should
6、have In listening and speaking, students should have the chance to listen to and produce what is the chance to listen to and produce what is meaningful, authentic, unpredictable, and meaningful, authentic, unpredictable, and reactive if ever possible.reactive if ever possible.(2)(2)In reading. Since
7、 communicative courses focus on In reading. Since communicative courses focus on meaning rather than on form, the reading skill is meaning rather than on form, the reading skill is redefined to focus on the purpose of reading.redefined to focus on the purpose of reading.(3) In writing, students shou
8、ld make the writing (3) In writing, students should make the writing more meaningful and authentic, that is to more meaningful and authentic, that is to practice writing to express their own feelings or practice writing to express their own feelings or describe their own experience.describe their ow
9、n experience.(1) (1) MMC system. Mechanic drills, meaningful drills and MMC system. Mechanic drills, meaningful drills and communicative drills. / Functional communicative communicative drills. / Functional communicative activities, and Asocial interaction activities,(P. 18)activities, and Asocial i
10、nteraction activities,(P. 18)(2)(2)Six criteria for evaluating communicative classroom Six criteria for evaluating communicative classroom activities:activities: i. communicative purpose i. communicative purpose ii. communicative desire ii. communicative desire iii. content, not form iii. content, n
11、ot form iv. variety of language iv. variety of language v. no teacher intervention v. no teacher intervention vi. no materials control vi. no materials controlTask-Based Language Teaching任务型语言教学 Task-Based Language Teaching 任务型语言教学任务型语言教学 1. Second Language Acquisition and TBLT2. What is TBLT3. What
12、 Are Tasks?4. Why do we use TBLT?5. Task Analysis6. Planning Classroom Work7. Principles of task design8. Performance Assessment & TBLT Second Language Acquisition Research “Practice makes perfect” does not always apply to learning grammar.They( students) often fail to use it correctly when expressi
13、ng themselves freely. This temporary mastery seems to happen when they are paying conscious attention to form, but not when they are trying to communicate and paying attention to meaning. Jane Willis 根据语言习得的规律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语法知识的记忆不能保证语言使用的正确Knowledge of grammatical rules was no guara
14、ntee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication. David Nunan (1999)2. 语言知识加交际的机会比仅仅讲语法更能提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
15、准确度高学生使用语言的流利程度与语法的准确度Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985)(1985年作了一个实验，实验组教语法，但课外有实践年作了一个实验，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，虽然他们学的语语法测试的成
16、绩也比单讲语法的班好，虽然他们学的语法少。）法少。）3. 学习者的参与与语言熟练程度的提高关系极大学习者的参与与语言熟练程度的提高关系极大Learner participation in class is related significantly to improvements in language proficiency. Lim (1992)4. 基本上以基本上以“交际交际”为导向的课堂教学，但同为导向的课堂教学，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或回避语法讲解的沉浸式教学都更好Classrooms th
17、at were basically “communicative”for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction.5. 当学习者积极地参与用目的语进行交际的尝试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时，语言也被掌握了。当学习者
18、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到最佳程度Language is acquired as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that “push” them to the limits of their current competence.Four conditions of
19、language learningExposure ( rich, comprehensible input, language in use) Use ( of the language to do things, exchange meanings)Motivation ( to process and use the exposure: listen & read the language; speak and write it)Instruction ( chances to focus on form )What is Task-Based Language Teaching Foc
20、uses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves (see Prabhus model 1987) or jointly (see Kumaravadivelu 1993)(Candlin & Murphy 1987; Nunan 1989) The task-based approach aims at proving opportunities for the
21、 learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. （香港中小学英语大纲）What are tasks? A task is a piece of work undertaken for oneself
22、or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) 任务是人们在日常生活中所从事的 有目的的活动有目的的活动。painting a fence,dressing a child,filling out a form, buying a pair of shoes,borrowing a library booktaking a driving testmaking an air
23、line reservationwriting a checkfinding a street destination, What people do in everyday life:TASKS A task is an activity or action which is carried out as the result of processing or understanding language ( i.e.as a response). (Richards, Platt and Weber 1986:289) 任务=人们在学习、理解、体会语言之后所开展的活动。 The commu
24、nicative task is a piece of classroom work which involves learners in comprehending， manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form. 交际型交际型任务任务是一种涉及到学习者
25、理解，运用所学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。中在语言的意义上，而不是语言的形式上。Listening to a weather forecast and deciding what to wear Look at a set of pictures and decide what should be doneResponding to a party invitation Completing a banking application Describing a phot
26、ograph of ones familyTasks can have variety of starting point. They may draw on learners own input, eg personal experience, general/world knowledge, or intellectual challenge; they may be based on written text, recordings of spoken data, or visual data; they could be activities like games, demonstra
27、tions or interviews; they could be a combination of several of these. 什么不是任务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
28、 forms Do you like? Yes, I do/ No, I dont. where there is no outcome or purpose other than practice of pre-specified language.Role-play activitiesVery often in role-play situations there is no actual outcome for students to achieve, other than to enact their roles. Students have to think of suitable
29、 things to say to each other, but they are unlikely to be exchanging real meaning. Jane Willis 课堂任务的示例：课堂任务的示例： listening to a weather forecast and deciding what to wear任务的结果：The learner will listen to a weather forecast and identify the predicted maximum temperature for the day.练习的结果: The learner w
30、ill listen to an aural text and answer questions afterwards on whether given statements are true or false. The essential difference between task and exerciseTask Task has a nonlinguistic outcomeExercise An exercise has a linguistic outcome 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
31、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。(See example below)Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. A task-based approach sees the language process as one of learning through doing- it is primarily engag
32、ing in meaning that the learners system is encouraged to develop. ( Long and Crooks 1993)Why do we use TBLT?The tasks will engage students, challenge them, and allow for contingent interaction. According to Csikszetmihalyi (1993:xiv)They have concrete goals and manageable rules.They make it possible
33、 to adjust opportunities for action to our capacities.They provide clear information about how well we are doing.They screen out distractions and make concentration possibleMeaning and formThe meaning versus form (or fluency versus accuracy) debate is no longer a discriminating factor among teaching
34、 approaches because meaning and form are assumed to be essential for learning (e.g., Long, 1991; Long & Robinson, 1998). A successful pedagogical task: (a) focuses students attention on the structure of the language by demonstrating that language form contributes to meaning, (b) motivates learners t
35、o heighten the complexity of the linguistic means they use to accomplish task objectives. A successful task sequence leads learners to:(a) communicate with limited resources, (b) become aware of apparent limitations in their knowledge about linguistic structures that are necessary to convey the mess
36、age appropriately and accurately, and finally,(c) look for alternatives to overcome such limitations.Four dimensions of teaching and learning tasks represented by the “four eyes”involvement inquiryinduction incorporation The components of a task目标目标 （Goals）信息输入（信息输入（ Input Data) 语言信息（语言信息（ Verbal da
37、ta） 如：如：a dialogue, reading passage, etc. 非语言信息（非语言信息（Non-verbal data ） 如：如：picture, etc.活动活动 （Activities）TASKCOMMUNICATIVESETTINGPURPOSEACTIONEMOTIONOUTCOME Goal: Exchanging personal informationInput: Questionnaire on sleeping habitsActivity: 1) Reading questionnaire 2) Asking and answering questio
38、ns about sleeping habitsTeacher role: Monitor and facilitator to specify what is regarded as successful completion of the taskLearner role: Conversational partnerSetting: Classroom / pair work # 任务型语言教学的特点任务型语言教学的特点1. 强调通过交流来学会交际强调通过交流来学会交际An emphasis on learning to communicate through interaction i
39、n the target language.2. 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 The introduction of authentic texts into the learning situation.3. 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Provision of opportunities for learners to focus, not only on language, but also on the learning process itself.4. 把学习者个人的经历作为课堂学习的把学习者个人的经历作为课堂学
40、习的重要因素重要因素An enhancement of the learners own personal experiences as important contributing elements to classroom learning.5. An attempt to link classroom language learning with language activation outside the classroom.试图把课内的语言学习与社会的语言活试图把课内的语言学习与社会的语言活动结合起来动结合起来。 ( David Nunan 1991)Task AnalysisDe
41、termine the objectives: Determining the final tasks so early in the planning process is the crucial and most striking factor of the framework. Everything to be done in the unit will derive from the final tasks. This way, we can really say that it is the tasks to be carried out at the end of the unit
42、 that generate the language to be used (learnt or recycled) and determine the procedures to be followed. Two primary purposes for conducting a task analysis:1) to develop instruction or training to support the learning of tasks identified by the task analysis; 2) to develop some form of assessment t
43、o determine if learners have learned the tasks in question. In order to develop training and tests that are congruent with the objective (i.e. require the same level of cognitive, affective, or psychomotor performance), the designer needs to know what type of task is being learned. (Jonassen, 1999.
44、p25)Gagnes Taxonomy. Three types of tasks or objectives: knowledge, skills, or ability.(A taxonomy is a hierarchical classification scheme that organizes objects or phenomena into categories. )Planning the final tasksFinal tasks are communication tasks at their highest point of communicativeness, at
45、 a level that is realistic and achievable by the students in a given class. They will serve as indicators of the development of communicative competence in a given class. Final tasks in which the students in the classroom interactThere is a tangible end product: posters, letters to penfriends, pool
46、information on everybodys birthdays and produce a poster to be kept in the classroom.Make a plan for a school outing and carry out plans and go on an outing.Carry out a class survey on who does the housework at home? Enabling tasksThey act as support for communication tasks. Their purpose is to prov
47、ide students with the necessary linguistic tools to carry out a communication task. They can be as meaningful as possible, their main focus is on linguistic aspects (grammar, vocabulary, pronunciation, functions, discourse) rather than on meaning.They are overt language learning experiences, whose a
48、im is to enable students to communicate as smoothly and effectively as possible.Some types of classroom work that maybe classified as enabling taska. Presentation of necessary new language ( functions, grammar,vocabulary, phonology, discourse features checking that the new language has been understo
49、od b. Controlled pre-communication practice or awareness-raising tasks usually focused on accuracyCommunication TasksA communication task is a piece of classroom work during which learners attention is principally focused on meaning rather than form, that is on what is being expressed rather than on
50、 the linguistic forms used for expressing it.As far as possible, resembles activities which our students or other people carry out in everyday life. As far as possible, resembles activities which our students or other people carry out in everyday life.The communicative task should have a sense of co
51、mpleteness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. ( Nunan 1989:10)Categories of learned capabilities (or objectives):lIntellectual skills subdivided into discriminations, concepts, and ruleslProblem solving combining rules or concept
52、s to creatively solve complex problemslCognitive strategies skills in managing ones learning and thinking processeslVerbal information memorization of facts and bodies of informationlMotor skills executing sequences of bodily performances such as dancing, balancing, or handling toolslAttitudes an em
53、otional and cognitive propensity to choose a certain course of action (e.g. “choosing to stay late after work.”)Task classification is the act of identifying and labeling task according to the specific type of learning outcome: e.g. 1) tasks require memorization; 2) tasks require students to apply a
54、 rule.Merrills Instructional components. (1983) Tasks included remember, use, and find.Content included facts, concepts, rules, and principles.(Facts can only be remembered, but concepts, rules, and principles could be used (applied) or found)Planning classroom workThree features for the design of a
55、ll tasks: clarity, flexibility, and feedbackThree kinds of demands tasks place on learners: learning, content, and action demandsTask training sequencedescribe the overall training goalsdescribe the flowchart of the tasks to be learnedteach learners to name and identify work objects and actionspoint
56、 out important task-relevant cuesteach the necessary task-related informationteach specific procedures associating stimuli and responseteach decision-making strategies and problem solvingallow for practice of motor response (Miller, 1962) (p41)Three Pedagogical Goals for Task-based ApproachesAccurac
57、y 准确程度Accuracy concerns how well language is produced in relation to the target language Complexity 综合程度Complexity concerns the elaboration or ambition of the language which is produced. How far do learners rely on prefabricated phrases and established routines, and how far do they need to expand th
58、eir language resources to meet the communicative challenge?Fluency 流利程度Fluency concerns the learners capacity to produce language in real time without undue pausing or hesitation. It is likely to rely upon more lexicalized modes of communication, as the pressure of real time speech production are me
59、t only by avoiding excessive rule-based computation (skehan 1994) Principles: The authenticity principle言语、情境真实性原则言语、情境真实性原则The linguistic data that learners work with are authentic.The relationship between linguistic form and communicative function are clear to the learner. 任务的设计要提供给学习者明确、真实的语言信息。学
60、习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。The form-function principle形式形式-功能性原则功能性原则 Teaching language in ways that make form and function relationships transparent 任务的设计注重形式和语言功能的结合。旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真
61、实运用。The task dependency principle任务的任务的阶梯性原则阶梯性原则 A series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance. 学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务向高级任务
62、以及高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。 Learning by doing做中学原则做中学原则 Learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary. 自始至终引导学生通过完
63、成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。Good learning tasks should:1 enable learners to manipulate and practice specific features of language2 allow learners to rehearse, in class, communicative skills they will need in the real world3 activate psychological/psycholinguistic pr
64、ocesses of learning4 be suitable for mixed ability groups5 involve learners in solving a problem, coming to a conclusion6 be based on authentic or naturalistic source material7 involve learners in sharing information8 require the use of more than one macroskill9 allow learners to think and talk abou
65、t language and learning10 promote skills in learning how to learn11 have clear objectives stating what learners will be able to do as a result of taking part in the task12 utilize the community as a resource 13 give learners a choice in what way they do and the order in which they do it.14 involve l
66、earners in risk-taking15 require learners to rehearse, rewrite and polish initial efforts16 enable learners to share in the planning and development of the task17 have built into them a means of evaluating the success or otherwise of the task # Task function:任务型语言教学的功能任务型语言教学的功能： to provide a purpos
67、e for a classroom activity 为课堂活动提供具体、清晰的目标为课堂活动提供具体、清晰的目标 to make language teaching more communicative 使语言教学更具有交际性使语言教学更具有交际性 Task types 任务的类型Closed task one single correct answer or a restricted number of correct answersOpen task no single correct answerCore task Extended taskPerformance Assessment
68、 and Task- Based Language TeachingA learning-outcomes taxonomy is used to classify different types of learned capabilities, each of which can be labeled as a learning outcome. The distinguishing characteristic of each outcome is the type of performance exhibited by someone who has developed the skil
69、ls which enable that outcome someone who has acquired a rule can apply the rule to solve problems. The external performances indicate the internal capability acquired by the learner. Task-Based AssessmentPerformance assessment is defined as systematic attempt to measure a learners ability to use pre
70、viously acquired knowledge in solving problems or completing specific tasks. ( Stiggins 1982)It seems that task accomplishment is the ultimate focus for evaluating human performance. It follows that that L2 performance assessment and task-based approaches to language teaching and assessment will lik
71、ely share a greatly deal of theoretical and practical common ground. ( Norris 1998 )A Five-step Plan for Selecting Assessment Tasks 1 Establish what the teachers specific instructional goals are because it is important that the chosen assessment task actually matches the instructional outcome(s) it
72、is designed to measure.2 Identify the specific, discipline-based content are skills that students are expected to attain and determine whether the task adequately represents or utilizes them.3 Insure that the task is fair and free of bias, allowing student to demonstrate their true progress and abil
73、ities without being disadvantaged by some extraneous element in the task, lack of prior knowledge, unequal access to resources or materials, and so forth. 4 Decide which of the three possible forms the tasks will take ( the choice should depend mainly on the type of skills and content that needs to be covered:a. Authentic, real-world tasks ( which have the advantage of generating greater motivation and offering greater transferability than traditional tasks)b. Thank you!
