外语教学心理学第七讲-Task

TBLT as a Strand of CLT
Nunan (2004) places TBLT firmly within the tradition of CLT
A new strand within CLT. ‘Strong CLT’ (Richards and Rogers)
Wills (2007, p.11) ‘task based learning and teaching is a development on CLT’.
Is sometimes portrayed as ‘real’ CLT Focus on meaning , rather than form Ls acquire language by using it in a
natural way
The components of a task
form, free to improvise/create) 5. No teacher intervention; (done by Ss; no
correcting/evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.) 6. No material control.
a product: （产出）there will be some form of outcome, either visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.) 任务产生的结果：可视（如书面计划、信件等）或非可 视（欣赏故事、了解异国风情等）形式
appearance, habitat, nature, sounds, movements
Choose a pet
Animals
Write a leaflet for a zoo
Writing
Give advice on how to take
animal riddles
care of pets
Read an article about the benefit of keeping pets
Describe an animal in a passage
Identify the body parts of animals
Discuss if dogs should be allowed on public housing
estates
What are they?
Choose a pet
a context: （语境）this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors. 任务应该在特定的语境下被实施，应当包含 特定场所、时间、参与者间的关系等社会语言因素。
Task A Task has a nonlinguistic outcome
Exercise An exercise has a linguistic outcome
Exercise: Activities we use to focus Ss’ attention on individual aspects of language, such as vocabulary, grammar or individual skills.
Task: Focuses on complete act of communication.
The relationship between exercises, exercise-tasks and tasks is shown in the following figure.
Focus on individual language items
Choosing a pet
百度文库
Explaining how to take care of a pet
Reading about the pros & cons of keeping pets
Giving advice on how to take care of pets
Debating: Keeping pets is a good hobby for children
From Exercises to Activities
Identifying the body part of animals
Writing a leaflet to describe animals
Describing an animal
Writing animal riddles
Comparing animals
Discussing if dogs should be banned from public housing estates
Writing an essay to discuss the issue of banning dogs from housing estates
WritFeranoamnimaal rcidtdilevities tWdoorgitfetoaaunLsdoskitns&thFeopuanrdknotice about a
exercise
Purposeful & contextualised communication
exercise-task
task
Exercises Activities Tasks
Features of a Language Learning
Task
语言能力
Product 成果 Purpose 目的
Write an essay to discuss the issue of banning dogs from housing estates
Write an judging comments on dogs in a pet contest Write an advice column for the class magazine to give advice on pet care Write an email to advise a lonely child to keep pets for companion Write a letter in response to an order banning animals from one’s housing estate
Skills & knowledge 语言知识
Context 情景
过程
Process
of doing/ thinking in
English
Which of these are exercises?
Learn the vocabulary about animals:
Compare animals
Write a leaflet about animals
Prepare some animal fact sheets for a pet shop or zoo
Choose a pet
Give advice on how to take care of pets
Debate: Keeping pets is good
Animals
Give advice on how to take care of pets
Write a leaflet for a zoo
Write animal riddles
Discuss if dogs should be allowed on public housing
estates
Transforming Exercises Activities Activities Tasks
不是任务，是什么？ Exercises, exercise-tasks and tasks
Task One: Consider the following sets of instructions and tell their differences.
Set A Evaluate a set of statements by deciding whether they are “true” or “false”. Study a written passage and correct the grammatical mistakes. Put some questions and answers into the correct sequence to make a conversation.
Input data ：（输入数据）Input data can be verbal, e.g. a dialogue, reading passage, etc. or nonverbal, e.g. a picture, a diagram, etc. 包含言语 （对话、短文等）或非言语（图片、图表等）信息
一个任务应该包含哪些要素？
Purpose
Input
Context
Task
Process Product
a purpose: (目的) making sure the students have a reason for undertaking the task 教师应该事先 向学生介绍该任务的目的
Exercise-task: Consists of contextualised practice of language items (often a particular grammar point). For instance, it could be an activity that helps the Ss to master the present continuous tense by getting them to describe what is happening in a picture. （e.g. What were you doing when the UFO landed?）
Strong version Language is acquired through communication
Rod Ellis’ (1990) six criteria for communicative activities
1. Communicative purpose; (information gap) 2. Communicative desire; (real need) 3. (Focus on ) Content, not form; (message) 4. Variety of language; (not just one language
Set B Ask someone what time the next train leaves for the city. Order a bowl of noodles. Invite a classmate to the movies.
The essential difference between task and exercise
Task-Based Language Learning-A review
Weak and strong CLT
Weak version Learners first acquire language as a structural system and then learn how to use it in communication
a process: （过程）getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualising and communicating. 在此过程中应激励学生运用推理、询问、交际等学习策 略达成任务