高中英语任务型教学讲座PPT课件
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A task caΒιβλιοθήκη Baidu involve any of the four language skills.
2020年10月2日
8
Criteria features of a task (Ellis, 2003:9)
A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task.
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 )
A task is a work plan – a plan for learner activity.
A task involves a primary focus on meaning.
A task involves real-world processes of language use.
Learning is closely linked to how people feel about themselves
Learning takes places in a social context 2020年10月2日 through interaction with 7
Criteria features of a task (Ellis, 2003:9)
Task-Based Lessons for Senior high schools
人民教育出版社 龚亚夫
2020年10月2日
1
Four conditions of language learning
Exposure ( rich, comprehensible input, language in use)
也会在交流信息时注意语言的形式，这也有 助于习得
2020年10月2日
4
Cognitive approach
Construct both exemplar-based system and rule-based system
--- lexical items and ready-made formulaic chunks of language
3 对任务的评价取决于结果 ( the activity is outcomeevaluated)
4 与实际生活相关 ( there is a real-world relationship) ( Skehan p268)
2020年10月2日
10
1. 任务是有非常明确目的的活动
A piece of work or an activity, usually with a specific objective, undertaken as part of an educational course, at work, or used to elicit data for research.
--Fluency --Accuracy --Complexity
2020年10月2日
5
建构主义的理论
知识是由个人自己建构的，而不是由他人传授的。 这种建构发生在交往的环境中，是社会互动的结果。
1 注重学生的主体作用，提供语料和语境。不令其 直达结果
2 帮助学生理解任务的意义和目标 3 形成控制自己的行为的意识、信心和能力 4 创造适宜的心理环境
2020年10月2日
2
Theoretical background of TBLT
Psycholinguistic perspective:
--a task is a device that guides learners to engage in certain types of informationprocessing that are believed to be important for effective language use and for language acquisition
2020年10月2日
6
Learners learn what is meaningful to them
Learners learn in ways that are meaningful to them
Learners learn better if they feel in control of what they are learning
A task has a clear defined communicative outcome.
2020年10月2日
9
What are tasks?
1 意义是第一位的 (meaning is primary)
2 要达到一个目的 (there is a goal which needs to be worked towards)
--use mental processing that are beneficial to acquisition
2020年10月2日
3
The Interaction Hypothesis 互动理论
Meaning negotiation can contribute to acquisition 当与人交流时，会在输出时不断修饰自己的 语言，以增加理解)
( Crookes, 1986)
Tasks are activities which have meaning as their primary focus.
2020年10月2日
11
2. 任务与人们日常生活的语言活动相似
Success in the task is evaluated in terms of achievement of an outcome, and tasks are generally bear some resemblance to real-life language use.
2020年10月2日
8
Criteria features of a task (Ellis, 2003:9)
A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task.
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 )
A task is a work plan – a plan for learner activity.
A task involves a primary focus on meaning.
A task involves real-world processes of language use.
Learning is closely linked to how people feel about themselves
Learning takes places in a social context 2020年10月2日 through interaction with 7
Criteria features of a task (Ellis, 2003:9)
Task-Based Lessons for Senior high schools
人民教育出版社 龚亚夫
2020年10月2日
1
Four conditions of language learning
Exposure ( rich, comprehensible input, language in use)
也会在交流信息时注意语言的形式，这也有 助于习得
2020年10月2日
4
Cognitive approach
Construct both exemplar-based system and rule-based system
--- lexical items and ready-made formulaic chunks of language
3 对任务的评价取决于结果 ( the activity is outcomeevaluated)
4 与实际生活相关 ( there is a real-world relationship) ( Skehan p268)
2020年10月2日
10
1. 任务是有非常明确目的的活动
A piece of work or an activity, usually with a specific objective, undertaken as part of an educational course, at work, or used to elicit data for research.
--Fluency --Accuracy --Complexity
2020年10月2日
5
建构主义的理论
知识是由个人自己建构的，而不是由他人传授的。 这种建构发生在交往的环境中，是社会互动的结果。
1 注重学生的主体作用，提供语料和语境。不令其 直达结果
2 帮助学生理解任务的意义和目标 3 形成控制自己的行为的意识、信心和能力 4 创造适宜的心理环境
2020年10月2日
2
Theoretical background of TBLT
Psycholinguistic perspective:
--a task is a device that guides learners to engage in certain types of informationprocessing that are believed to be important for effective language use and for language acquisition
2020年10月2日
6
Learners learn what is meaningful to them
Learners learn in ways that are meaningful to them
Learners learn better if they feel in control of what they are learning
A task has a clear defined communicative outcome.
2020年10月2日
9
What are tasks?
1 意义是第一位的 (meaning is primary)
2 要达到一个目的 (there is a goal which needs to be worked towards)
--use mental processing that are beneficial to acquisition
2020年10月2日
3
The Interaction Hypothesis 互动理论
Meaning negotiation can contribute to acquisition 当与人交流时，会在输出时不断修饰自己的 语言，以增加理解)
( Crookes, 1986)
Tasks are activities which have meaning as their primary focus.
2020年10月2日
11
2. 任务与人们日常生活的语言活动相似
Success in the task is evaluated in terms of achievement of an outcome, and tasks are generally bear some resemblance to real-life language use.