任务型语言教学-任务型教学.

• (1985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 语法测试的成绩也比单讲语法的班好，虽然他们学的语 法少。）
3. 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)
What is Task-Based Language Teaching
• Focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves (see Prabhu’s model 1987) or jointly (see Kumaravadivelu 1993) • (Candlin & Murphy 1987; Nunan 1989)
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
• Knowledge of grammatical rules was no guarantee 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)
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
• Classrooms that 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.
• The task-based approach aims at proving 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）
任务=人们在学习、理解、体会语言之后 所开展的活动。
• The communicative 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.
Second Language Acquisition Research
• “Practice makes perfect” does not always apply to learning grammar. • They( students) often fail to use it correctly when 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 meaning. • Jane Willis
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 prespecified language.
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,
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.
2. 语言知识加交际的机会• Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985)
Completing a banking application Describing a photograph of one’s family
• Tasks 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, demonstrations or interviews; they could be a combination of several of these.
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)
• 交际型任务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 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 done Responding to a party invitation
Four conditions of language learning
• Exposure ( 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 )