任务型语言教与学

Tasks in SLA research
• Bilingual Syntax Measure (BSM) (Burt, Dulay, and Hernandez 1973) • Interaction Hypothesis (Long 1981 and 1983) • Scaffolding, collaborative dialogue (Vygotskian)
• Outcomes V.S. Aim • Outcomes refers to what the learners arrive at when they have completed the task. • Aim refers to the pedagogic purpose of the task, which is to elicit meaning-focused language use, receptive and/or productive.
Conclusion
–Theoretical considerations
–Methodological considerations –Pedagogic considerations 2017
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Chapter 3
• Tasks, interaction, and SLA
Introduction
Defining a “task”
• Dimensions:
• scope, perspective,authenticity,language
skill, cognitive processes, outcomes
• Scope • task----- meaning-focused • exercises---form-focused
• task--- language users • exercise---language learners
• Perspective • designer • participants
• Authenticity
• real-world activity • real-world task
• Language skill • oral • written
Listening-to-learn
• P45-P49
Researching listening tasks
• • • • • • • • tasks: interactive / reciprocal non-interactive / non-reciprocal Listen-and-do tasks:1. goal 2.input 3.conditions 4.procedures 5.predicted outcomes Academic listening tasks: note quality & comprehension
•
the listening scripts
• 3. The utilization of schematic knowledge • Three types of content schemata:general factual knowledge; local factual knowledge; socio-culture knowledge (Andersen and Lynch 1988)
Chapter 1
Tasks in SLA and language pedagogy
Introduction
• Why mentioned this concept? • -using language ≠ communicating information • - real-time communication
• 5. The collaborative construction of a mental model
• 6.An interactive model of listening comprehension • bottom-up processing • top-down processing
Listening-to-comprehend
• 1. The listener's role • Goffman(1981): overhearers( accidentally hear
what other people are saying, when they do not know that you have heard)
• Language is acquired through communication, through communication we can stimulate the development of language system. • (using English to learn it)
• addressees • hearers ? I am not quiet sure for the relationship of the above 3 factors in listening?
• 2. Listening purpose • -- understand the scripts fully • -- indeterminate understand
Unfocused and focused tasks
• ? What's the diference between and why do we need to distinguish these two concepts?
The design features of tasks
• Wright (1987): iuput data, output • Nunan (1989;48): input, activities, goals • Canale (1983): linguistic competence, siciolinguistic competence, discourse competence, strategic competence
• • • • • •
communicative strategies 1. reduction(?) 2.achievement communicative effectiveness: Three kinds of ability (Yule 1997) perceptual/comparision/linguistic
• Cognitive processes • “comperhending, manipulating, producing, or interacting in the target language” (Nunan 1989) • ......selecting, reasoning, classifying, sequencing information, and transforming information from one form of representation to another
Criterial features of a task
• 1.A task is a workplan • 2.A task involves a primary focus on meaning • 3.A task involves real-world processes of language use • 4.A task can involve any of the four language skills • 5.A task engages cognitive processes • 6.A task has a clearly defined communicative outcome
Interaction and language acquisition
• The Interaction Hypothesis: The Interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by faceto-face interaction and communication.
Chapter 2
Tasks, listening comprehension, and SLA
wk.baidu.comntroduction
• listening = input • listening task can be the starting stage for low proficiency learners (beginners) • non-threatening (no competition) • two types of listening:1. main idea 2. specific / detailed infromation
• Q: WHAT ABOUT ONLINE COMMUNICATION?
• Communication strategies and language acquisition: the more language learners acquire, the more communicatively effective they become; the more effective they are as communicators, the more opportunities for language acquisition they obtain.
• • interactional function transactional function (Brown and Yule 1983)
• weak and strong versions (Howatt;1984)
weak version
strong version
• Stressing the importance of providing learners with opportunities to use English for the purpose of communication • (learning to use)
Tasks in language teaching
• Communicative language teaching • Task-supported language teaching • Task-based language teaching
• CLT aims at giving the learners a authentic communication environment to develop the learner's ability in using language.
• 1. the negotiation of meaning • 2. communicative strategies
• 3. communicative effectiveness
The study of learner interaction
• • • • • • The negotiation of meaning Four strategies:p71 1. comprehension check 2. clarifiation requests 3.comfirmation checks 4. recasts
• Listeners comprehend a text in 3 ways: interpretation; prediction; hypothesis testing
• two models: top-down down-top
• 4. The utilization of contextual knowledge • Listeners make use of contextual clues in conjunction with their schematic knowledge. • Listening comprehend not listening-toacquire.