Task-based Language Teaching5.23
任务型教学法-Task-based-language-teaching
Definitions of task
Task is as a central unit of planning and teaching. It is an activity or goal that is carried out using language,
such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy:
vocabulary here includes the consideration of lexical phrases, sentence stems, prefabricated routines, and collocations.
“Conversation” is the central focus of language and the keystone of language acquisition: the majority of tasks proposed within
Approach: Theory of language
task-based language teaching定义
task-based language teaching定义任务型语言教学（Task-based Language Teaching，TBLT）是一种以任务为主导的语言教学方法，它强调学生在语言学习中以实际交际为中心。
这种教学方法最初是在90年代初开始的，它是对传统教学方法的一种创新。
TBLT将语言视为交流的手段，任务是语言表达的目的。
在TBLT中，教师不再像传统教学方法中那样仅仅注重教授语言知识和语法细节，而是更注重学生在实际任务中的表达。
任务型语言教学主要分为三个阶段：第一阶段：任务设计。
教师需要选择一个与学生相关的任务，例如在超市购物，安排旅行，解决问题等。
任务的目的是让学生在实际情境中使用所学的语言，同时融合文化元素和语言交际技能。
第二阶段：任务实施。
教师将学生分为小组，孩子们需要完成任务并用所学的语言去表达。
在这个过程中，教师可以提供必要的辅导和指导，帮助学生克服语言障碍和交际问题。
第三阶段：任务评价。
这一阶段主要是反思和讨论，即学生们一起回顾他们完成任务的过程，并讨论任务中出现的问题和解决方案。
教师和学生一起评价任务，从而达成共同的目标。
与传统语言教学不同，任务型语言教学方法更注重听说技能的培养，帮助学生更好地适应实际交际场景。
TBLT的主要优点是可以促进学生的语言表达能力，提高学生的自信心，并帮助学生更好地理解语言运用的现实场景和文化背景。
此外，它可以帮助学生从语言规则和语法知识中获得实践经验，并在日常生活中更好地应用所学的语言技能。
需要注意的是，任务性语言教学并不意味着完全弃用语言知识的教学。
相反，教师在任务教学中仍然需要传授语言规则和语法知识。
但这种语言知识的传授将更注重语言应用能力，帮助学生更好地理解和适应语言交际环境。
在教学实践中，TBLT方法的实施需要特别注意以下几点：1.根据学生的语言能力和兴趣水平合理设计任务。
2.教师应成为学生的导师和辅导员，而不是传统教学方法中的指挥官。
任务型教学法 Task-based Language Teaching
• Lexical units are central in language use
and language learning (e.g. Skehan 1996)
• “Conversation” is the central focus of language and the keystone of language acquisition
2.Theory of learning
• Tasks provide both the input and output processing necessary for language acquisition
• Task activity and achievement are motivational
• Learning difficulty can be negotiated and finetuned for particular pedagogical purposes
Goals:
• The task-based approach aims at providing opportunities for the 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）
Source and history:
Task-BasedLanguageTeaching任务型语言教学.
任务是人们在日常生活中所从事的 有目的的活动。
What people do in everyday life:
painting a fence, dressing a child, filling out a form, buying a pair of shoes, borrowing a library book taking a driving test making an airline reservation writing a check finding a street destination,
Task-Based Language Teaching 任务型语言教学
Anshan Normal University
王泽龙
Task-Based Language Teaching 任务型语言教学
任务的定义（Definition） 任务的基本因素（Components ） 任务型语言教学的优势(Advantages) 任务型语言教学的特点（Features) 任务的设计原则（Guidelines) 任务活动的类型 (task types) 任务型语言教学与评价(assessment and evaluation)
练习的结果:
The learner will listen to an aural text and answer questions afterwards on whether given statements are true or false.
Another good example is on page2 in unit 11,bookII(speaking part)
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
任务型教学法-Task-based-language-teaching
➢ Language that is meaningful to the learner supports the learning process.
Chapter 18
Task-Based Language Teaching
Background
➢Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
➢Engaging learners in task work provides a better conteห้องสมุดไป่ตู้t for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place
➢ It is presented as a logical development of CLT since it draws on several principles that formed part of the CLT movement from the 1980s. Eg:
➢ Activities that involve real communication are essential for language learning.
Taskbased language teaching任务型教学法.ppt
任务型语言教学
Definition Features Three stages Advantages & Disadvantages Comments
Definition
TBLT’s Definition
• It is an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
• Formalized by J. Willis, it views learning as a set of communicative tasks in which communication and interaction are as important as accuracy and fluency.
3. Language form should be considered in general rather than in single form.
4. The four language skills are integrated in doing tasks. (listening, speaking, reading and writing)
Disadvantages:
•It might weaken the input and language form practice. •It is confined to the class size and limited class time. •It is hard to select and sequence the tasks.
Task-Based Language Teaching任务教学法
The Procedure of Task-Based Language Teaching
Three phases in a task-based lesson : 1. Pre-task phase 2. While-task phase 3. Post-task phase
Planning
❖
Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
What is Task?
❖ …an activity or goal that is carried out using language.
❖ …an activity which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use.
Task-based Language Teaching and Learning任务型语言教学和学习-PPT精品文档
Reference articles:
1. 2. SEFC 1A Unit 11 Country Music SEFC 1B Unit 26 An Interesting Life
3.
1.
“Making Connections” Book2 Unit 2 Sending Messages
accordions
于双方或多方的相互作用）
skill-using tasks productive tasks 任务中使用 short-term (one or two utterances) tasks 的言语技能 & long-term (a string of utterances) tasks (任务中的话语长度，“短话语”培
Post-task （各小组向全班展示任务结果）
Check （学生自评，小组互评，教师总评）
Homework （根据课堂任务内容，设计相关项目）
任务型课堂教学的基本步骤： Preview task
Leading-in / warming-up activities
Pre-task (呈现和学习完成任务所需的语言知识）
• 设计任务时要提供给学生明确、真实的 语言信息，语言情景和语言形式要符合 语言实际功能和语言规律。使学生在一 种自然、真实或模拟真实的情境中体会 语言、学习语言、掌握语言的应用。
形式与功能相结合
（The form-function principle）
任务的设计要注重形式和语言功能的结合。要 让学生在掌握语言形式的同时，学会自我培 养掌握语言功能的能力；每一阶段任务的设 计都具有一定的导入性，使学生在学习语言 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 ，并在交际中进行真实运用。
Task-based Language Teaching(2009)
Activity 4: Read the letter to Aunt Chen’s column and then write some advice.
—Go for it, 8B P15
Activity 5: Look at the pictures. Lin do.
2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two?
II. Task-based Language Teaching
Besides CLT, there has been another language teaching approach which has become more and more popular from late 1980s, that is, Task-based Language Teaching (TBLT).
Teacher role: Monitor and facilitator
to specify what is regarded as
successful completion of the task Learner role: Conversational partner Setting: Classroom / pair work
MEANING
AUTHENICITY
COMMUNICATIVE
The components of a task：
目标 （Goals） • 信息输入（ Input Data) 语言信息（ Verbal data） 非语言信息（Non-verbal data ） • 活动 （Activities） • 结果 （Outcome) 语言结果（ Verbal outcome） 非语言结果（Non-verbal outcome ）
Task-BasedLanguageTeaching任务型语言教学精品PPT课件
The Activities-based Approach to Teaching English As a Foreign Language
1. Definition 2. Background 3.Theoretical Assumptions 4.Goals and Objectives 5.Areas of Study 6.Method 7.Assessment and Reporting 8.Resources
Types of syllabus
A structural (or formal)syllabus A notional/functional syllabus A situational syllabus A skill-based syllabus A task-based syllabus A content-based syllabus
英语教学中的任务指有利于学生用英语做事的 各种语言实践活动。任务的设计一般应遵循下 列原则（1）任务应有明确的目的；（2）任务 应具有真实意义，即接近现实生活中的各种活 动；（3）任务应涉及信息的接受、处理和传 递等过程；（4）学生应在完成任务的过程中 使用英语；（5）学生通过做事情完成任务； （6）完成任务后一般应有一个具体的成果。
• 5、活动要能够促使学生获取、处理和使用信息并用英语与他人交流， 发展他们用英语解决实际问题的能力；
• 6、活动不仅限于课堂教学，也要延伸到课堂之外学生的学习和生活之 中。
5.树立符合新课程要求的教学
观念,优化教育教学方式
课堂教学应改变以教师为中心、单纯 传授书本知 识的教学模式。教师应帮助学生发展探究知识的能力、 获取知识的能力和自主学习的能力。
Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.
Task-BasedLanguageTeaching任务型语言教学(共79张PPT)
Theoretical Background of TBLT
• Language Acquisition Research
• Social constructivist model of teaching-learning process
• AAA curriculum theory
第九页，共七十九页。
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(tā men)当前 的语言能力发挥至极点时，习得也扩展到最佳程度
• 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.
expressing 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
Constructivisit model of the teaching and learning theory
• 自我 --- 每个人的关注点不同 • 自择 --- 个性、学习策略、做事的方式不同 • 自主 --- 控制进度、学习目标(mùbiāo)、学习材料 • 自信 --- 自我感觉（self-concept)， 自信心 • 互动 --- （ interaction)
任务型教学法在大学英语口语教学上的运用
任务型教学法在大学英语口语教学上的运用作者：杨磊来源：《教育界·下旬》2015年第11期一、任务型教学法概述所谓任务型教学法（task-based language teaching），是建立在第二外语习得的研究基础上的一个语言教学模式。
即以一个具体的任务作为学习动机，把完成此任务的过程作为学习的过程，最后以展示任务成果的方式来体现此次教学的成果。
任务型教学法的理论基础来自苏联心理语言学家Vygostky，他在创建自己理论的同时融合了心理、语言、社会等领域的理论，为任务型教学法的提高奠定了坚实的基础。
诸多研究任务型教学的学者认为，普通教学活动很多都是以功能为基础，并不是来自真实的生活，因此只能把它们归纳于准交际活动。
而任务型教学法侧重于培养学生在真实生活中完成真实任务的能力，通过教师设定的各项教学目的，重点强化学生在课堂教学中用英语完成各种真实的学习或生活任务，从而进一步培养学生的英语语言运用能力。
二、如何运用任务型教学法进行大学英语口语教学《大学英语课程教学要求》明确指出，现今大学英语口语教学的目标为以实用为主，以应用为目的。
任务型教学法的核心理念是“learn by doing”，即通过在社会生活中运用语言的过程来完成教学的目标，这和教学大纲的要求是一致的。
因此在平时的口语教学活动中，教师可运用任务型教学法，本着以学生为主导的原则，大力培养学生的自主学习能力和运用英语解决实际问题的综合能力。
任务教学法在口语课堂教学中可分为三个阶段：1.前期任务（pre-task）。
在这一阶段中，教师会设定课堂的主题和任务，并按照常规在课堂上进行课前的导入部分。
在进行课前导人时，教师应注重导入与任务的关联性。
在这一课堂阶段，教师可以给予学生足够的信息，如口语表达说需要的单词、习语等，还可以设置问题引导学生在课前进行讨论和思考。
这样的任务设置实用性强，学生也会有较大兴趣参与。
2.执行任务（Task cycle）。
浅谈任务语言教学法
浅谈任务语言教学法任务语言教学法(Task-based Language Teaching) 是基于完成交际任务的一种语言教学方法，以计划和操作为其中心内容，它通过师生共同完成语言教学任务，使外语学习者自然而然地习得语言，促进外语学习的进步。
TBLT一方面注重指导学生如何在完成任务中提高交际语言能力，另一方面也注重探索知识体系本身的功能，特别是探索学习及运用语言之道。
可以说，TBLT在学习者的母语和目的语之间架起了一座桥梁，为学习者提供了互动机会，能开掘学习者运用语言的潜力，激发他们创造性运用语言的活力。
1 理论依据任务语言教学是通过学习者在课堂上完成任务来进行教学，它的合理性和可行性首先来自Krashen习得理论中的“输入假设”。
Krashen(1981)认为只有当语言习得者接触到可理解的语言输入，即略高于习得者现有的语言水平的第二语言输入时，才能促成习得。
Long(1981)进一步指出，使输入变得可理解的最重要途径就是在会话交互过程中不断的交互协同，对可能出现的理解问题进行交互修正。
在交互的过程中，引起对形式的注意。
他的交互修正理论是任务语言教学得到了初步的理论依据，即语言交际任务能促进语言习得。
通过意义的协商和交互修正，学生完成任务的过程也就是语言习得过程。
2 任务的定义在语言教学研究中，任务这一术语的提出，首先是为了区分于操练活动。
操练是以语法和形式为主要导向的，包括规则运用、重复、模仿、练习等活动，总之它与发展语言准确性相关(Rubin,1987:24) 。
任务是以意义和语言运用为主要导向。
任务以意义表达为其核心。
任务完成与否是根据结果是否达到而评价的。
一般说来，任务与现实生活中的语言运用有极大相似性。
Nunan(1989:10)给交际任务下的定义是：在课堂上用目的语做一件事，涉及对语言的理解、操作、运用和学生之间的互动。
学生的注意力主要集中到意义的表达上，而不是在形式上。
任务应该意义完整，可作为交际行为独成一体。
任务型教学法
任务型教学法(T a s k-b a s e dE n g l i s h t e a c h i n g m e t h o d)(总11页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--任务型教学法(Task-based English teachingmethod)IntroductionTask-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions.This article has five main sections. The first looks at what is meant by the term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself.Ⅰ. What is task?Different teachers and writers use different de finitions of the term “task”, such as:1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15)2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83)3﹑…an activity which is designed to help achieve a particular goal . A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468)Most people would probably agree on certain basic characteristics:1﹑Tasks are activities in which students work purposefully towards an objective. 2﹑The objective may be one that students have set for themselves or one which has been set by the teacher.3﹑Tasks may be carried out in competition with other or(more often) in collaboration.4﹑They may be carried out individually or (more often) in groups.5﹑The outcome may be something concrete( . a report or presentation) or something intangible. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see this relationship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to learning the language.Within this broad definition, some writers distinguish subcategories such as communication tasks and enabling tasks according to the extent to which they involve communication or focus on form.Many other teachers and writers use a more restricted definition. They exclude activities where the learners focus on formal aspects of the language (such as grammar, pronunciation or vocabulary) and reserve the term “task” for activities in which purpose is related to the communication of meanings. Willis (1996, is one writer who adopts this definition. In this book tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.Activities which focus upon and practice specific elements of knowledge, skills and strategies needed for the task are called exercises. The same distinction between tasks and exercises is supported by Ellis Nunan and Skehan. Skehan, for example, describes the criteria for a task as follows:1﹑meaning is primary; 2﹑there is some communication problem to solve ; 3﹑there is some sort of relationship to real-world activities; 4﹑task completion has some priority; 5﹑the assessment of the task is in terms of outcome .The definition reflects the method’s interaction but we can’t make a clear-cut distinction between “task” and “exercises”. This will be discussed in the next section.Ⅱ﹒ Communication, Tasks and Exercises.As we’ve seen, one of the key features of a communicative task is that centers focus on communicating meanings rather than learning or practicing forms. However it is not usually simply a question of learning focusing either on meaning or on form. More often, it is a matter of degree. For example, there are some activities in which the learner may focus mainly on the production of certain forms that are being practiced, but he or she ma still be using these forms to convey meanings to somebody. This would be the case in, for example, this “Questionnaire survey” activity, in which the students needs to us e “can you…” in order to find classmates who can do certain things, such as: who can speak three languages/ use a computer/ make cakes/ ride a bike/swim In this activity, although the students have a communicative purpose (to find classmates with particular skills) it is also clear that they are practicing specific forms. At other times, the emphasis on communicatingmeanings may increase but students may still pay attention to the forms they are producing (and which indeed, they may just have been taught). This might be the case in this role play if students are asked to perform it shortly after learning how to make enquiries and give information about hotel accommodation. Each student has one of the following role cards: student A: You arrive at a small hotel one evening. In the foyer, you meet the manager(ess) and 1. Ask if there is a room vacant. 2. Ask the price, including the breakfast. 3. Say how many nights you would like to stay. 4. Say what time you would like to have breakfast; student B: You are the manager(ess) ofa small hotel that prides on itself on its friendly, homely atmosphere. You have asingle and a double room vacant for tonight. The prices are: ＄100 for the single room, ＄160 for the double room. Breakfast is ＄15 extra per person. For guests with cars, there is a free car park. Since it is impossible to draw a clear dividing line between activities where the focus is on form (exercise) and activities where the focus is ion meaning (task), it is useful to think of a continuum with varying degrees of focus on form and/or meaning. Activities can then be classified according towhere they lie along this continuum. The continuum is divided into five sections.From sectionⅠ to sectionⅤ , the content from forms to meaning is becomingstronger and . Non-communicative learning. Focusing on the structures of language, how they are formed and what they mean, . through exercise, “discovery” andawareness-raising activities. 2. Pre-communicative language practice. Practicing language with some attention to meaning but not communicating new messages to others, . in “question- and- answer” practice. 3. Communicative language practice.Practicing language in a context where it communicates new information, .information gap activities or personalized questions. 4. Structured communication.Using language to communicate in situations where elicit pre-learnt language but with some unpredictability, . in structured role-play and simple problem-solving. 5.Authentic communication. Using language to communicate in situations wheremeanings are unpredictable, . in creative role-play, more complex problem-solving and discussion. The activities at the top are obviously “exercises”. Those at thebottom are obviously “tasks”. Those in the middle (2-4) have features of both.Ⅲ. From Non-Communicative Learning to AuthenticCommunication.The section will elaborate on the previous one by giving examples of activities from five parts of the continuum from “focus on form” to “focus on meaning”. In theterms discussed above, this corresponds also to a progression from clearly defined ‘exercises” to clearly defined “tasks”.1. Non-Communicative Learning.It is in this category that there is the least element of communication. Here, forexample, students are involved in “discovering” a rule of grammar on the basis of examples. In the examples below, look carefully at the position of the adverbs“always”, “often”, “sometimes”, “usually”, and “never”.What are the rules?A. We are usually hungry when we come home.John is always late.His parents were often tired in the evening.I never sure whether this word is correct.B. I sometimes go to the cinema on Fridays.We never eat much in the morning.Jane often arrives at school early.They always come home late at night.C. They have never written to me again.You can always come and visit me.I will never know why he did it.Pat has often seen him with two dogs.The students are then required to apply this rule to a new set of examples: Put the adverbs into the right places in the sentence below.A. We play football in the evening (often).I can catch the first bus in the morning (never).Jack and Jill are very happy (always).They visit me (sometimes).You write very good English (usually).B. They have been to Jinan (often).We drink tea for breakfast (always).You are cheerful (usually).John can keep a secret (never).He has refused to speak to me (sometimes)2. Pre-Communicative Language Practice.In this category the focus is still on the practice of discrete items of language but, in order to produce the appropriate forms, the students have to pay attention toaspect of meaning. In the first activity, they have to find out what Richard and Fiona “have to do” and what they “would like to do”. Richard’s obligations are cleaning floors, washing windows and emptying the bins. His desires are to go to evening school, to get a better job and to marry Fiona. Fiona’s obligations are typing letters, answering the telephone and doing photocopying. Her desires are to earn more money, to take holiday abroad and to marry her boss.The best known type of activity that belongs to this category is the familiar“question-and-answer practice” in which students have to answer (and sometimes ask) questions about a situation, picture, or topic. The answers are already known but students have to pay attention to meaning in order to produce them. Thequestions are as follows: How many students are there in the class Are there more boys than girls Who is sitting next to Jane Which lesson is this now etc.3. Communicative Language PracticeThe main difference between this category and the previous one is that there is now some kind of “information gap”, that is, the language conveys meanings that were not previously known to everybody. The question-and-answer practice justdescribed would come into this category, if the questions elicit information that was previously unknown, . what students did at the weekend or who their favoritesingers are. In a task-based approach, however, the practice is more likely to bestructured in some way so that there is a recognizable context, purpose andoutcome. This structuring may be achieved in a variety of ways, for example, a“guessing-game” format. Another common question proble m is to use simplequestionnaire surveys in which the information gap is created by the students’ own individual experiences and ideas. For example, who is one’s favoritesinger/actor/actress etc.As a written follow- up task, students may be asked (individually or in groups) to write a short report on what they have found out about their classmates’preferences.4. Structured CommunicationIn the examples given so far, it has been possible to predict the exact language that is needed in order to perform the exercise or task. These activities therefore offer clear ways to practice specific areas of grammar. As we move to the next category along the continuum, we enter a domain in which the focus shifts further on to the communication of meanings. This means that, as we move further into this domain, it becomes increasingly difficult to predict what language will be required andtherefore to associate an acting with the practice of specific linguistic structures. It is, however, possible to structure the activity in such a way that it is likely to elicit a particular range of language and, above all, so that the teacher knows that thestudents are equipped with language to perform it. Thus, in this activity, theof role-play in which the students are given general instructions as to what views or ideas they should express but left to decide for themselves on the exact meanings and language. An example of this was the role-play described earlier, in whichstudents were asked to book hotel accommodation.5. Authentic CommunicationOne of the characteristics of “authentic communication” is that the language that is used depends on the meanings that arise naturally in the course of communication.The teacher still “controls” the activity, by creating a situation which he or she thinks is suitable, but has even les s control than in “structured communication” over the actual language that students will need. Students may need to activate any part of their language knowledge that is relevant to the meanings they want to understand or convey. In authentic communication, then, the students are not asked to focus on individual parts of the grammar. Rather, they are asked to draw on the whole of the grammar that they have so far internalized and use it as a means for conveyingwhatever meanings may arise. There was always also a strong element of this in structured communication, but there the students were more “protected” from the unpredictable needs that arise in natural communication.In authentic communication activities it is important to have a context andpurposeful developments towards an outcome. They are therefore often larger in scope than those discussed earlier. This is not necessarily the case, however, as we see from this example:I Love Music!How do you feel when you listen to music Why do you like music Discuss with your partner. Write down five reasons.Here is an example which is larger in scope and also illustrates the principle of “task-dependency”, in which individual tasks are connected with each other to form a more extended task or project:Module: Study, School Life, Work.Unit: Part-time work?Task: Making the Right Choice, Part 1The following are 4 case students of fellow students who wish to take part-time work.1. In groups of four, discuss whether they should take up part-time jobs and givereasons.2. Suggest alternatives to each one of them. Instead of taking up part-time work,what else can they do to address their needs?3. Each group will select a spokesperson to report their conclusions to the whole class.After listening to all the groups, the class will vote for the group with the bestsuggestions.Case 1: MichaelMichael is tall and strong and spends a lot of time on sports activities in school.He lives far away from school. His grades are average. He wants a part-time job so that he can buy more expensive sports equipment.Case 2: PansyPansy is very smart and is the best student of the form. She is quiet and shy. She wants to take up a part-time job to gain some work experience and develop more confidence when working with other people. She has strong computer skills.Case 3: NickNick’s father has been out of work for a long time and his mother may soon lose her job. Nick wants very much to earns some money for the family. His grades inschool are not very good. He is polite and hardworking.Case 4: LucyLucy has average grades in school. She is the only child in the family and her parents are busy at work all the time. She feels bored at home. She wants to take upa part-time job because she thinks it may be fun. She loves music and plays the pianoand violin.Module: Study, School Life and WorkUnit: Part-time work?Task: Making the Right Choice, Part 2The 4 people in Part 1—Michael, Pansy, Nick and Lucy—have read the following 8advertisements for part-time work and have made the following choices: Michael: Distributing leafletsPansy: Chinese Character Input.Nick: Poster DistributionLucy: Fish and Chips ShopYou think one of them has selected a job highly unsuitable for him/her. Write a letter about 150 words to persuade him/her not to take up the job. You mayconsider the factors discussed in Part 1, such as: his/her need for a part-time job, the working hours, traveling time, the pay, effects on his/her health and studies, nature of the work, his/her personality and skills and alternatives which may addresshis/her problemAt the beginning of this section, two examples of “grammar discovery” activities were given, one relating to the placement of adverbs and the other to the use of the passive. These were descr ibed as examples from the “form-focused” end of theform-to-meaning continuum . as “exercises”), because the students’ purpose was to discover grammar rules rather than communicate with each other. If, however, the students are asked to discover the rule in groups and the language which they use isEnglish, then the activity fulfils the criteria for a “task”: the discussion has a context,a communicative purpose and an outcome. Indeed, in the context of the Englishclassroom, discovery tasks related to grammar are a natural component, comparable to discovery tasks in science and other so-called “content” subjects.Ⅳ Three “generations” of taskIn the previous section we moved from the domain of exercise and into the domain of tasks: the first two subsecti ons contained clearly “tasks”; the last two subsections contained clearly “tasks”; and the middle subsection was a transition or mixedcategory. Now we will start in the “task” part of the continuum and look at tasks from another perspective, namely, the ways in which they contribute to thecommunicative, cognitive and personality development of the students. Thediscussion will take us through three “generations” of tasks, from relatively small-scale tasks in which students practice aspects of communication, through taskswhich demand greater cognitive input from the students, to larger-scale tasks which also develop other aspects of students’ personality.This framework is the one presented by Ribé and Vidal (1993). The examples are also taken from the same source.First Generation TasksThe main aim of “first generation” tasks is develop students’ communicative ability in a specific type of situation or area of language. The task is often structured around a particular set of functions or a simple problem (often involving an“information gap”). Here are two examples:SimulationYou are a customer in a big store. You want to buy the following items: a pair of slippers, two compact-discs, and a filofax. Walk around and ask politely for directions to the departments/counters you need. Buy the items. Use the language you have practices in class.Problem-solvingThe students have a map of London with bus underground routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)Second Generation TasksThe tasks in the second category pose challenges of a broader nature. They aim at developing not only communication skills but also general cognitive strategies of handling and organizing information, such as:1. analyzing what information is needed in order to complete the task.2. deciding on procedures3. collecting information.4. selecting relevant data5. presenting data in an organized wayprocess and resultsThe language is now a medium for carrying out a “real” piece of work, similar to what students may also need do outside their language course. Studentstherefore need to draw on a wider range of language. They also need to engage in continuous processing of input and output (reading for information producingreports, etc.). For example, “Through foreigners’ eyes”. The objective of this task is to collect and analyze information on what tourists of different nationalities think of students’ country/city/town.1. Students decide (a) what they need to know; (b) how to get this information(interviews, questionnaires, tourist brochures, etc) (c) where to get the information (airport, beach, library, tourist information office, etc) (d) when to obtain theinformation (e) what grids/database format they want to use to collate theinformation (f) the kind of questionnaires/interviews they want to devise (g) the language they need to carry out the interviews.2. Students carry out the research, transcribe the interviews and put the informationtogether.3. Students select relevant data, decide on a format (posters, dossiers, etc) for theirpresentation.4. Students make a report and present itThird Generation TasksWith third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies mentioned above, they also aim to develop the personality of the students through the experience of learning a foreignlanguage. They go further than the previous tasks in aiming to fulfill widereducational objectives, such as enhancing motivation and awareness, developing creativity and interpersonal skills, etc. they also go further than the previous tasks in their degree of authenticity and the extent to which they involve all aspects of the students’ personality and experience. Here is the example given by Ribé and Vidal (1993, :Designing an alternative world1. Students and teachers brainstorm aspects of the environment they like and thosewould like to see improved. These may include changes to the geographical setting, nature, animal-life, housing, society, family, leisure activities, politics, etc.2. Students are put into groups according to common interests. The groups identifythe language and information they need. The students carry out individual and group research on the selected topics. The students discuss aspects of this “Alternative reality” and then report back. They decide on the different ways (stories, recordings, games, etc) to link all the research and present the final product.3. Students present the topic and evaluate the activity.The three generations of tasks and their contribution to the students’ development are summarized below:▲ First generation task: communicative development▲ Second generation task: communicate development and cognitive development.▲ Third generation task: communicative development cognitive development and global personality development.Second and (particularly) third generation tasks will often be integrated intoextended project work.The notion of “generations” of tasks implies that each category has developed out of the preceding one and is thus in some way more advanced in the demands it makes on learners and teachers alike. It may thus be expected that learners and teachers will not start with second or third generation tasks but begin with thesimpler, first generation tasks and as they gain in experience, gradually extend their repertoire to include those which are more advanced.Within this framework, student and teacher are no longer two separate poles .the teacher gives information and the students receives it) as in the more traditional type of teaching, but two entities working together, planning, taking decisions,carrying out the task and sharing the final sense of achievement.Ⅴ ConclusionTo conclude this article, I would like to use a simple mnemonic, based on the word “task” itself, to summarize some of the aims and benefits that we can hope for task-based learning to achieve: T (together: speaking or silently) A (activate: purposefully) S (skills: communicative, cognitive and interpersonal) K (knowledge: from alldomains of experience). The message is self-explanatory. Together, over coming the isolation of the traditional classroom, students with their teacher activate their skills and knowledge. Often this togetherness may take the form of overt speaking, but even in silent tasks students may keep a sense of the classroom as a learningcommunity. The activity that takes place is not unguided “busy-work” but purposeful movement towards targets and objectives (both in the overall direction of learning and in terms of specific learning activities). The skills which students perform and develop are communicative and also —particularly as they move into the second and third generations of tasks—cognitive and interpersonal. Finally the boundarybetween the classroom and the outside world is increasingly reduced, as the tasks encourage students to relate learning to the whole domain of their experience.Acknowledgement:This paper would not have been possible without Mr. Li Zhiqiang, who held the light of understanding while explored the darkness. It was his patience and sound advice that saw me through.It would be impossible to name Mr. Xie Hongming and other friends who offered their advice and great help.Sincerely thank you all.References:1. Byrne, . Teaching Oral English. London: Longman2. Freed-Booth, D. Work. Oxford:Oxford University Press.3. Ellis, R 2000. Task-based research and language pedagogy. Language TeachingResearch: 193-220.4. William Littlewood 1981. Communicative Language Teaching: An Introduction.Cambridge University Press.5. Harmer, J. and Learning Grammar. Longman.6. Skehan, P. 1998 A Cognitive Approach to Language Learning. Oxford UniversityPress.7. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. CambridgeUniversity Press8. Ribē,R. and N. Vidals. 1993. Project Work: step by Step. Oxford, Heinemann.9. 鲁子问. Task-based Language Teaching Design（《任务基础上的语言教学设计》2002）10. 杨树香. On designing Tasks.（《浅议任务设计》2003.）。
“任务型”语言教学在高中英语课中的运用-3页word资料
“任务型”语言教学在高中英语课中运用任务型教学(Task-basedLanguageTeaching)是指教师通过引导语言学习者在课堂上完成任务来进行教学。
近年来，这种“用语言做事”(doingthingswiththelanguage)教学理论逐渐引入我国英语课堂教学，是我国外语课程教学改革一个走向。
该理论认为：掌握语言大多是在活动中使用语言结果，而不是单纯训练语言技能与学习语言知识结果。
在教学活动中，教师应当围绕特定交际与语言项目，设计出具体、可操作任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习与掌握语言目。
让学生在任务型教学方式下感受成功,并在学习过程中获得情感体验与调整学习策略,形成积极学习态度,促进其语言实际运用能力提高。
一、任务型语言教学优势与传统封闭式英语教学相比，任务型语言教学为学生们提供是开放没有限制语言输入。
它是以掌握语言为目，语言学习转化为使用语言去增长知识、陶冶情操、了解文化、提高修养，而语言本身却在使用中不知不觉地习得它在高中英语教学中运用优势可以总结为以下几点1、强调以学生为中心在任务型教学活动中在教师启发下，每个学生都有独立思考、积极参与机会，易于保持学习积极性，养成良好学习习惯，教师语言教学中起着重要作用，但她不是教学中心，教师角色是计划者、组织者、提供学习资源、提出活动要求、以身示范、并指导学生完成任务情况，在课堂上大部分时间里，学生会以参与者、监控者探险者身份去独立完成任务。
同时在完成任务过程中学习者可以使用任何语言项目可以调控自己学习目标、调整自己学习行动、逐渐产生自主学习意识、学生通过完成任务。
2、将真实语言材料与生活任务作为语言使用真实相关性学习者在语言活动时做事情，是他们自己想做，他们经过自主选择活动，表达自己真实感受。
任务型语言教学鼓励学生表达自己真实感受传递真实信息，讲述生活中真实经历，而不是背诵与转达课文或他人话语，这样学生才能言之有物。
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8.1 Introduction
For the past 20 years, TBLT has attracted great attention of second language acquisition researchers, curriculum developers and language teachers. TBLT has been tried owing to the fact that so much second or foreign language classroom practice is teacher-dominated and focuses on forms. TBLT uses tasks to stimulate real communication in the target language in classroom, therefore creating a real purpose for language use and providing a natural context for language study.
Bachman &Palmer (1996: 44):An Activity that involves individuals in using language for the purpose of achieving a particular goal or object- in a particular situation. ive
Breen (1987: 23):Any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. „Task‟ is therefore assumed to refer to a range of workplans which have the overall purpose of facilitating language learning from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision-making. Nunan (1989: 10):A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is primarily focused on meaning rather than form.
8.2.1 Target tasks
Long (1985):A piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, borrowing a library book, taking a driving test.... In other words, by „task‟ is meant the hundred and one things people do in everyday life, at work and at play. Crookes (1986):A piece of work or activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research. Carroll (1993):Any activity in which a person engages, given an appropriate setting, in order to achieve a specifiable class of objectives.
Summary The definitions listed in Table 2.1 have a lot in common. They all state that tasks are activities (things people do), which involve the active participation of language user, that they are linked with specific situations and that these activities are goaldirected. That is to say, by understanding language input and by producing language output, i.e., by interacting with other people in real-life situations through the use of language, the goals that the learner has in mind can be better achieved (Branden, 2007).
Eillis (2003: 16): A The workplan requires learners to give primary attention to meaning and to make use of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the way language is used in the real world. Summary: These definitions can be found to stress the importance of meaning, which means learners‟ attention should mainly be directed to the exchange or negotiation of meaning through task performance. The function of pedagogical tasks is: pedagogical tasks should facilitate meaningful interaction and offer the learner enough opportunities to process meaningful input and produce output in order to reach relevant goals. That is, by doing tasks, learners act as a language user rather than a language learner and the performance of pedagogical tasks serves as a means to make communicative behavior from learners such as negotiation of meaning happen naturally.
Willis (1996:23):Activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. Williams & Burden (1997): A task is an activity that learners engage in to further the process of learning a language. Skehan (1998: 95): • meaning is primary; • there is some communication problem to solve; • there is some sort of relationship to comparable real-world activities; • task completion has some priority; • the assessment of the task is in terms of outcome. Lee (2000: 32): (1) A classroom activity that has: (a) an objective obtainable only by the interaction among participants, and (b) a focus on meaning exchange; (2) a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of workplans.