任务型教学法-Task-based-language-teaching
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➢ Activities in which language is used for carrying out meaningful tasks promote learning.
➢ Language that is meaningful to the learner supports the learning process.
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.
➢Engaging learners in task work provides a better conteห้องสมุดไป่ตู้t for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place
➢ 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.
➢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.
Key assumptions of task-based instruction P224
➢The focus is on process rather than product. ➢Basic elements are purposeful activities and tasks that
emphasize communication and meaning. ➢Learners learn language by interacting communicatively
➢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.
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.
• 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
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.
➢ Language that is meaningful to the learner supports the learning process.
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.
➢Engaging learners in task work provides a better conteห้องสมุดไป่ตู้t for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place
➢ 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.
➢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.
Key assumptions of task-based instruction P224
➢The focus is on process rather than product. ➢Basic elements are purposeful activities and tasks that
emphasize communication and meaning. ➢Learners learn language by interacting communicatively
➢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.
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.
• 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
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.