任务型理论

• Key assumptions of TBLT summarized by Feez (p 224) TBLT has gained considerable attention within applied linguistics because of its links to CLT methodology and support from some prominent SLA theorists.
• Bangalore Project: ten task types
• • • • • • • • • • 1. Diagrams and formations 2. Drawing 3. Clock faces 4. Monthly calendar 5. Maps 6. School timetables 7. Programs and itineraries 8. Train timetable 9. Age and year of birth 10. Money
• Pica, Kanagy, and Falodun give the classification: • • • • • 1. 2. 3. 4. 5. Jigsaw tasks Information-gap tasks Problem-solving Decision-making tasks Opinion exchange tasks
• The history of the use of tasks(P225)
• The process of task analysis outlined by Smith. • Key areas of concern in task-based training
• Functions of team tasks
Design
• Objectives
• Goals in TBLT are ideally to be determined by the specific needs of particular learners. Selections of tasks, according to Long and Crooks, should be based on a careful analysis if the real-world needs of learners. • The ability to communicate accurately and effectively in the most common Englishlanguage activities they may be involved in.
Syllabus
• The conventional syllabus: • Language structures
• • • Functions Topics and themes Macro-skills (reading, writing, listening, speaking) • Competencies • Text types • Vocabulary targets
Background
• Definition of TBLT
• TBLT refers to approach based on the use of tasks as the core unit of planning and instruction in language teaching. • 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.
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Task-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 1990s. • TBLT was popularized by N. Prabhu（普拉布） while working in Bangalore, India[citation needed]. Prabhu noticed that his students could learn language just as easily with a nonlinguistic problem as when they were concentrating on linguistic questions.
• Prabhu(普拉布)在印度邦加罗尔进行了一 个加强交际法观点的实验(Bangalore Project),他提出了许多任务类型,并把学习 内容编成一个个交际任务,让学生通过完成 任务进行学习。
• The role of tasks has received further support from some researchers in SLA.
Theory of learning
• 1. Tasks provide both the input and output processing necessary for language acquisition. • 2. Task activity and achievement are motivational. • 3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.
• Academic tasks(P226)
Approach
• Theory of language • 1. Language is primarily a means of making meaning. • 2. Multiple models of language inform TBI. a. structional criteria. b. functional classifications c. interactional dimensions
4. 5. 6. 7. 8. 9.
Types of learning and teaching activities
• Willis proposes six task types built on more or less traditional knowledge hierarchies. • • • • • • 1. 2. 3. 4. 5. 6. listing ordering and sorting comparing problem solving sharing personal experiences creative tasks
• Two early applications
Malaysian Communicational Syllabus(1975) Bangalore Project(Beretta and Davies 1985; Prabhu 1987; Beretta 1990)
• Bangalore Project
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 forms Do you like…? Yes, I do/ No, I don’t. where there is no outcome or purpose other than practice of pre-specified language
• 3. Lexical units are central in language us源自文库 and language learning. • 4. "Conversation" is the central focus of language and the keystone of language acquisition.
• Nunan suggests that a syllabus might specify two types of tasks: • 1. real-world tasks ----using the telephone • 2. pedagogical tasks----information-gap task
在英语课堂教学中让学生用英语完成 各种真实的生活、学习、工作等任务， 将课堂教学的目标真实化、任务化， 从而培养其运用英语的能力.”
• Some of its proponents(e.g. Willis 1996) present it as a logical development of CLT. • It draws on several principles that formed part of the CLT movement from the 1980s.
• Honeyfield: considerations of the ordering of tasks • • • • • • • • • • • • • 1. 2. 3. Procedures Input text Output requires a) Language items b) Skills c) World knowledge d) Text handling Amount and type of help given Role of teachers and learners Time allowed Motivation Confidence Learning styles
• In the mid-1980s researchers turned to tasks as SLA tools and an interest in tasks as potential building blocks of second language instruction emeraged.
(TBLT任务型教学法)
• • • • • •
Definition of Tasks Background Approach Design Procedure Conclusion
• Definition of Tasks
1. The notion of tasks is a central unit of planning and teaching.(P224) 2. Nunan offers the communicative task.(P224) 3. Breen gives a very broad descreption of task(P233) 4. Prabhu offers the definition(P233) 5. Crooks offers the definition(P233)