英语教学法-TBLT
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*personal & narrative & decision-making *interactional & communicative Two important roles in SLA:
Vocabulary& conversation要有自己的见解
Theory of language
1) Language is primarily a means of making meaning (it focuses on the central role of meaning in language use) 2) Multiple models of language inform TBI a. structional criteria b .functional classifications c. interactional dimensions
opportunities for both input and output requirements, which are believed to be key processes in language learning) 2) Task activity and achievement are motivational
Key assumptions of TBI---P224 Links to CLT & Support from SLA---P224 First appearance: vocational training practice of the 1950s----
P225 Categories of team performance function: abcd---P225
Theory of learning ---（P228-229）
1) Tasks provide both the input and output processing necessary for language acquisition( Tasks, it is said, provide full
problems Cognitive strategies – skills in managing one’s learning and thinking
processes Verbal information – memorization of facts and bodies of information Motor skills – executing sequences of bodily performances such as dancing,
TBLT---Task-Based Language Teaching
---group three
Background ----Sun Beibei Approach--------Cai Mingyue Design------------Zhang Yanqi
-----Zhao Haini Procedure and conclusion ---Dong Xiaoyan
The syllabus---(P230-232)
Differences between a conventional language and a task-based one(P230)
1989 Nunan: two types of tasks: *real-world *pedagogical
further the process of learning a language 3.Skehan 1996b:20 an activity which have meaning as their primary
focus 4 .Crooks offers the definition(P233) task: an activity or goal that is carried out by using language eg: reading a map and giving directions;
balancing, or handling tools Attitudes – an emotional and cognitive propensity to choose a certain
course of action (e.g. “choosing to stay late after work.”)
3)Lexical units are central in language use and language learning 4)Conversation is the central focus of language and the keystone
of language acquisition
TBLT is motivated by a theory of learning The nature of language underlining TBLT
* the central role of meaning * matter of convenience
Classifications of task types *educational & social
Top 10 task types put forward by --The Bangalore Project Norris,Brown,Hudson provide examples of real-world tasks
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 &
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
making a telephone call;
SETTING
PURPOSE
ACTION
TASK
Teacher and Ss Input & output
COMMUNICATIVE
Can you identify the excerise and task?
Role-play a dialogue in the textbook. Read a passage and answer questions. Do a survey to find out the most favorite food in the class. Change sentences into passive voice.
Write about your favorite sport. Reply to an e-mail message.
Make a list of drinks and food for a party.
Theory of language VS theory of learning (P226227)
3) Learning difficulty can be negotiated and fine tuned for particular pedagogical purposes.( specific tasks can be designed
to facilitate the use and learning of particular aspects of language)
anticipated vocational uses of English for school leavers
24 objectives was proposed
Components of objectives
Intellectual skills – subdivided into discriminations, concepts, and rules Problem solving – combining rules or concepts to creatively solve complex
Jane Willis
Design of Objective -P230
Specific needs of particular learners
An example : English Language syllabus in school Malaysian to attempt to define the role of English
of language for meaningful purposes.
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 task-based instruction.
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.
read the language; speak and write it) Instruction ( chances to focus on form )
Leabharlann Baidu
Second Language Acquisition Research
“Practice makes perfect” does not always apply to learning grammar.
Background --(P223)
TBLT is a logical development of CLT Definition: It refers to approach based on the use of tasks as the core unit of planning and instruction in
Occupational tasks VS academic tasks—P226
Notions of Task
1.A central unit of planning and teaching.(P224) 2. Williams and Burden(1997) an activity that learners engage in
Vocabulary& conversation要有自己的见解
Theory of language
1) Language is primarily a means of making meaning (it focuses on the central role of meaning in language use) 2) Multiple models of language inform TBI a. structional criteria b .functional classifications c. interactional dimensions
opportunities for both input and output requirements, which are believed to be key processes in language learning) 2) Task activity and achievement are motivational
Key assumptions of TBI---P224 Links to CLT & Support from SLA---P224 First appearance: vocational training practice of the 1950s----
P225 Categories of team performance function: abcd---P225
Theory of learning ---（P228-229）
1) Tasks provide both the input and output processing necessary for language acquisition( Tasks, it is said, provide full
problems Cognitive strategies – skills in managing one’s learning and thinking
processes Verbal information – memorization of facts and bodies of information Motor skills – executing sequences of bodily performances such as dancing,
TBLT---Task-Based Language Teaching
---group three
Background ----Sun Beibei Approach--------Cai Mingyue Design------------Zhang Yanqi
-----Zhao Haini Procedure and conclusion ---Dong Xiaoyan
The syllabus---(P230-232)
Differences between a conventional language and a task-based one(P230)
1989 Nunan: two types of tasks: *real-world *pedagogical
further the process of learning a language 3.Skehan 1996b:20 an activity which have meaning as their primary
focus 4 .Crooks offers the definition(P233) task: an activity or goal that is carried out by using language eg: reading a map and giving directions;
balancing, or handling tools Attitudes – an emotional and cognitive propensity to choose a certain
course of action (e.g. “choosing to stay late after work.”)
3)Lexical units are central in language use and language learning 4)Conversation is the central focus of language and the keystone
of language acquisition
TBLT is motivated by a theory of learning The nature of language underlining TBLT
* the central role of meaning * matter of convenience
Classifications of task types *educational & social
Top 10 task types put forward by --The Bangalore Project Norris,Brown,Hudson provide examples of real-world tasks
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 &
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
making a telephone call;
SETTING
PURPOSE
ACTION
TASK
Teacher and Ss Input & output
COMMUNICATIVE
Can you identify the excerise and task?
Role-play a dialogue in the textbook. Read a passage and answer questions. Do a survey to find out the most favorite food in the class. Change sentences into passive voice.
Write about your favorite sport. Reply to an e-mail message.
Make a list of drinks and food for a party.
Theory of language VS theory of learning (P226227)
3) Learning difficulty can be negotiated and fine tuned for particular pedagogical purposes.( specific tasks can be designed
to facilitate the use and learning of particular aspects of language)
anticipated vocational uses of English for school leavers
24 objectives was proposed
Components of objectives
Intellectual skills – subdivided into discriminations, concepts, and rules Problem solving – combining rules or concepts to creatively solve complex
Jane Willis
Design of Objective -P230
Specific needs of particular learners
An example : English Language syllabus in school Malaysian to attempt to define the role of English
of language for meaningful purposes.
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 task-based instruction.
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.
read the language; speak and write it) Instruction ( chances to focus on form )
Leabharlann Baidu
Second Language Acquisition Research
“Practice makes perfect” does not always apply to learning grammar.
Background --(P223)
TBLT is a logical development of CLT Definition: It refers to approach based on the use of tasks as the core unit of planning and instruction in
Occupational tasks VS academic tasks—P226
Notions of Task
1.A central unit of planning and teaching.(P224) 2. Williams and Burden(1997) an activity that learners engage in