任务型教学法-Task-based-language-teaching
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Skehan: Tasks … are activities which have meaning as their primary focus. Success in tasks I evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So taskbased instruction takes a fairly strong view of
Activities in which language is used for carrying out meaningful tasks promote learning.
Language that is meaningful to the learner supports the learning process.
History
1950s: first appeared in the vocational training practices 1975: the Malaysian Communicational Syllabus 1985: the Bangalore Project (Prabhu) 1989: David Nunan offers his definition. 1980s: tasks as SLA research tools (Long and Crookes) 1996:Some of its proponents(e.g. Willis) present it as a logical development of CLT. 1998s:Feez come up the key assumptions of taskbased instruction.
Key assumptions of task-based instruction P224
The focus is on process rather than product. Basic elements arห้องสมุดไป่ตู้ purposeful activities and tasks that
emphasize communication and meaning. Learners learn language by interacting communicatively
Language is primarily a means of making meaning: the central
role of meaning in L use; meaning is primary… the assessment of the task is in terms of outcome.
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.
Approach: Theory of language
• Though TBLT is primarily motivated by a theory of learning, several assumptions about the nature of language underlie approaches to TBLT:
and purposefully while engaged in the activities and tasks. Activities and tasks can be either: those that learners might
need to achieve in real life; those that have a pedagogical purpose specific to the classroom. Activities and tasks of a task-based syllabus are sequenced according to difficulty.
Tasks are proposed as useful vehicles for applying these principles.
Early applications of this approach in Malaysian and Bangalore Projects were short lived, but the role of tasks received further support from research of SLA, without much evidence of success in grammar-focused teaching activities.
Nunan: The communicative task approach is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.
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.
TBLT involve conversation that draw on the Ls’ available linguistic and communicative resources.
Approach: Theory of learning
• TBI shares the general assumptions about the nature of language learning underlying CLT. Some of the principles play a central role in TBLT:
Multiple models of language inform TBI, which draws on
structural, functional, and interactional models of language.
Lexical units are central in language use and language learning:
Task activity and achievement are motivational: Tasks can
improve learner motivation and promote learning.
Engaging learners in task work provides a better context for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place
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
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:
• Because of its links to CLT methodology and support from SLA theorists, TBLT has gained considerable attention within applied linguistics, though there have been few large-scale practical applications of it and little documentation concerning its implications or effectiveness as a basis for syllabus design, materials development, and classroom teaching
Tasks provide both the input and output processing necessary for language acquisition: Krashen has long insisted that
comprehensible input is the one necessary criterion for successful language acquisition, and others argued that productive output is also critical for adequate L2 development.
The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.
LL is believed to depend on immersing ss not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.
Activities in which language is used for carrying out meaningful tasks promote learning.
Language that is meaningful to the learner supports the learning process.
History
1950s: first appeared in the vocational training practices 1975: the Malaysian Communicational Syllabus 1985: the Bangalore Project (Prabhu) 1989: David Nunan offers his definition. 1980s: tasks as SLA research tools (Long and Crookes) 1996:Some of its proponents(e.g. Willis) present it as a logical development of CLT. 1998s:Feez come up the key assumptions of taskbased instruction.
Key assumptions of task-based instruction P224
The focus is on process rather than product. Basic elements arห้องสมุดไป่ตู้ purposeful activities and tasks that
emphasize communication and meaning. Learners learn language by interacting communicatively
Language is primarily a means of making meaning: the central
role of meaning in L use; meaning is primary… the assessment of the task is in terms of outcome.
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.
Approach: Theory of language
• Though TBLT is primarily motivated by a theory of learning, several assumptions about the nature of language underlie approaches to TBLT:
and purposefully while engaged in the activities and tasks. Activities and tasks can be either: those that learners might
need to achieve in real life; those that have a pedagogical purpose specific to the classroom. Activities and tasks of a task-based syllabus are sequenced according to difficulty.
Tasks are proposed as useful vehicles for applying these principles.
Early applications of this approach in Malaysian and Bangalore Projects were short lived, but the role of tasks received further support from research of SLA, without much evidence of success in grammar-focused teaching activities.
Nunan: The communicative task approach is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.
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.
TBLT involve conversation that draw on the Ls’ available linguistic and communicative resources.
Approach: Theory of learning
• TBI shares the general assumptions about the nature of language learning underlying CLT. Some of the principles play a central role in TBLT:
Multiple models of language inform TBI, which draws on
structural, functional, and interactional models of language.
Lexical units are central in language use and language learning:
Task activity and achievement are motivational: Tasks can
improve learner motivation and promote learning.
Engaging learners in task work provides a better context for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place
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
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:
• Because of its links to CLT methodology and support from SLA theorists, TBLT has gained considerable attention within applied linguistics, though there have been few large-scale practical applications of it and little documentation concerning its implications or effectiveness as a basis for syllabus design, materials development, and classroom teaching
Tasks provide both the input and output processing necessary for language acquisition: Krashen has long insisted that
comprehensible input is the one necessary criterion for successful language acquisition, and others argued that productive output is also critical for adequate L2 development.
The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.
LL is believed to depend on immersing ss not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.