任务导向性教学法 task-based language teaching

Approach: Theory of language and learning
• Theory of learning
• --Tasks provide both the input and output processing necessary for language acquisition
Approach: Theory of language and learning
• Theory of language • --Language is primarily a means of making meaning • --Multiple models of language inform TBI
Design
• The role of instructional materials
• --Pedagogic materials • --Realia: • Newspaper • Television • Internet
Procedure
Wills(1996)
l）前任务（pre-task）——教师引入任务。 2）任务环（task cycle）： • a．任务（task）——学生执行任务； • b．计划（planning）——各组学生准备如何向全班报告任
1．任务型教学的优点 （1）任务型教学注重真实场景下的、以明确目标为导向的语言交
际活动；它要求学生通过完成任务的学习活动来掌握真实、实用和有 意义的语言。学生在参与课堂活动时是带着极大的兴趣和热情的，所 以整个课堂是一种积极有效的学习过程。
• --Task activity and achievement are motivational • --Learning difficulty can be negotiated and fine-tuned
for particular pedagogical purposes
Design
• Objectives: • Selections of tasks should be based on a careful
according to difficulty. • ---The difficulty of a task depends on some factors:....
Four categories of team performance function
• Orientation functions • Organizational functions • Adaptation functions • Motivational functions
• pedagogical tasks:
• (have a psycholinguistic basis in SLA theory and research but do not reflect real-world tasks)
Design Syllabus:
• Task difficulty • Procedures • Input text • Output required • Amount and type of help given • Role of teachers and learners • Time allowed • Motivation • Confidence • Learrning Styles
Background
• Key assumptions of task-baed instruction • ---The focus is on process rather than product. • ---Purposeful activities, emphasize communication and
meaning • ---Learners interact communicatively and purposefully while
engaged in the activities and tasks. • ---Activities and tasks can be either:... • ---Activities and tasks of a task-based syllabus are sequenced
Task-Based Language Teaching
Background
• TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
• ---Language that is meaningful to the learner supports the learning process
Background
• The definition of task: • An activity or goal that is carried out using language,
Design
• Syllabus:
• Task-based syllabus:
• (Specifies the process dimensions of learning)
• real- world tasks:
• (are designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important and useful in the real world)
务完成的情况； • c．报告（reporting）——学生报告任务完成的情况。 3) 后任务（post-task）： • a．分析（analysis）——学生通过录音分析其他各组执行
任务的情况； • b．操练（practice）——学生在教师指导下练习语言难点
。
Strengths and weakness
analysis of the real-world needs of learners.
Design
• Syllabus: (A conventional syllabus & Task-based syllabus)
A conventional syllabus:
(Specifies content and learning outcomes)
• Background
• Prabhu: • A task is "an activity which requires learners to arrive
at an outcome from given information through some process of thought, and which allows teachers to control and regualte that process" • Crookes: • A task is "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"
Design
Types of learning and teaching activຫໍສະໝຸດ Baiduties
• Task types: • Six task types---by Wills • --listening • --ordering and sorting • --comparing • --problem solving • --sharing personal experiences • --creative tasks
Background
• The definition of task-based instruction • Numan
• The comomunicative task 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. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right.
such as finding a solution to a puzzle, reading a map and giving directions, writing a letter and so on.
• Success in tasks is evaluated in terms of an outcome, and tasks generally bear some resemblance to real-life language use.
• Background
• ---Activities that involve real communication are essential for language learning.
• ---Activities in which language is used for carrying out meaningful tasks promote learning.
• Pica, Kanagy and Falodun
• ---Jigsaw tasks • ---Information-gap tasks • ---Problem-solving tasks • ---Decision-making tasks • ---Opinion exchange tasks
• TBLT draws on several principles that formed part of the communicative language teaching from the 1980s.
• Malaysian Communicational Syllabus • Bangalore Project
• Design
• Learner roles: • --Group participant • --Monitor • --Risk-taken and innovator
• Teacher roles: • --Selector and sequencer of tasks • --Preparing learners for tasks • --Consciousness-raising
• (structural/ functional/ interactional modes of language)
• --Lexical units are central in language use and language learning
• --Conversation is the central focus of language and the keystone of language acquisition
--language structures --functions --topics and themes --macro-skills(reading, writing, listening, speaking) --competencies --text types --vocabulary targets