Task-BasedLanguageTeaching任务型语言教学.

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,
Task-Based Language Teaching 任务型语言教学
Anshan Normal University
王泽龙
Task-Based Language Teaching 任务型语言教学
任务的定义（Definition） 任务的基本因素（Components ） 任务型语言教学的优势(Advantages) 任务型语言教学的特点（Features) 任务的设计原则（Guidelines) 任务活动的类型 (task types) 任务型语言教学与评价(assessment and evaluation)
练习的结果:
The learner will listen to an aural text and answer questions afterwards on whether given statements are true or false.
Another good example is on page2 in unit 11,bookII(speaking part)
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）
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
SETTING
PURPOSE ACTION
TASK
EMOTION
OUTCOME
COMMUNICATIVE
A framework for analyzing communicative tasks
交际型任务框架分析 Goals Input TASKS Teacher role
Activities
( A Sample)
Setting:
Classroom / pair work #
为什么采用任务型语言教学？
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)
I.Definition of task
•A task is an activity or action which is carried out as the result of processing or understanding language ( i.e.as a response).
•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. The task should have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. ( Nunan 1989:10) 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。
6 be based on authentic or naturalistic source material 7 involve learners in sharing information 8 require the use of more than one skills 9 allow learners to think and talk about language and learning 10 promote skills in learning how to learn 11 have clear objectives stating what learners will be able to do as a result of taking part in the task 12 utilize the community as a resource
Learner role Settings
Goal: Exchanging personal information Input: Questionnaire on sleeping habits Activity: 1) Reading questionnaire
2) Asking and answering questions about sleeping habits Teacher role: Monitor and facilitator to specify what is regarded as successful completion of the task Learner role: Conversational partner
The essential difference between task and exercise •Task Task has a nonlinguistic outcome ,as well as a linguistic outcome. •Exercise An exercise has only a linguistic outcome 任务活动与语言练习有着本质的区别。任务活动 所谋求的效果不是一种机械的语言训练，而是侧重 在执行任务中学生自我完成任务的能力和策略的培 养，重视学习者在完成任务过程中的参与和在交流 活动中所获得的经验。
Montgomery & Eisenstein (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)
任务=人们在学习、理解、体会语言之后所开展 的活动。
•(Richards, Platt and Weber 1986:289)
What learners do when they understand:
drawing a map while listening to a tape
listening to an instruction performing a command.
课堂任务的示例：
• listening
to a weather forecast and deciding what to wear
任务的结果：
The learner will listen to a weather forecast and identify the predicted maximum temperature for the day.
•What are tasks?
A task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89)
II.The components of a task
• • • • • • • 目标 （Goals） 信息输入（ Input Data) 语言信息（ Verbal data） 如：a dialogue, reading passage, etc. 非语言信息（Non-verbal data ） 如：picture, etc. 活动 （Activities）
2. 语言知识加交际的机会比仅仅讲语法更能提 高学生使用语言的流利程度与语法的准确度
• Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only.
Good learning task should:
1 enable learners to manipulate and practice specific
features of language
2 allow learners to rehearse, in class, communicative skills they will need in the real world 3 activate psychological/psycholinguistic processes of learning 4 be suitable for mixed ability groups 5 involve learners in solving a problem, coming to a conclusion