TBLT的缺點(diǎn)或現(xiàn)狀(共3頁(yè))

1、精選優(yōu)質(zhì)文檔-傾情為你奉上3.2.2 Disadvantages and problems in employing TBLTIn fact, no method is perfect in the world, and TBLT is not an exception. We find thefollowing eight disadvantages from our study and experiment on TBLT. The first two areindicated by Su Dingfang (1996:165), and the last six are our find

2、ings.1) The tasks or questions chosen in task-based or procedural syllabus are lack ofconvincible foundation or criterion.2) TBLT cant tell the inner relationship between certain activities and learners currentneeds. In other words, the syllabus or methodology focused on the process is notvery coher

3、ent between the process and the outcome.3) Before the task begins, if teachers dont explain any concerned language knowledge,13learners will have many language obstacles when they carry on the task.4) Because the time for task performance is limited and at the same time students willhave to accompli

4、sh the task within the time frame, students tend to neglect thelanguage forms and they will heavily depend on the communicative strategy. Theywill use incorrect language or communicative strategy avoiding the language formin order to get to the meaningful communication goal. The incorrect language u

5、sedagain and again will become reinforced in the students mind so that it will obstructthe development of the linguistic competence of the student.5) TBLT requires a high level of creativity and initiative on the part of the teacher. Ifteachers are limited to move traditional roles or do not have th

6、e time and resourcesto implement tasked-based teaching, this type of teaching may be impossible.6) It is very difficult to ensure the systematisation and sequence of tasks, for example,the grading and coherence of the task.7) Sometimes, the classroom is difficult to control, so it looks like chaos.

7、Juniormiddle school learners are usually animated, if teachers fail to manage and monitorthe class well, the classroom will be out of the order.8) Evaluation of TBLT can be difficult. Traditional discrete-point achievement tests areoften not a good measure of assessing learners language achievement

8、that isacquired in TBLT. We know that TBLT requires teachers to develop the learnersintegrated language proficiency including listening, speaking, reading and writing,and learners abilities in thinking, reasoning, autonomy, cooperation, etc. as well,but traditional tests cant tell us all about them.

9、3.2.3 Solutions to the problemsOn the basis of the analysis of the above disadvantages and problems, we suggest thefollowing measures so as to solve the problems encountered in the implementation of TBLT.1) Scientific groupingOur classroom English teaching is on a small scale. That is to say, when t

10、he Englishclass comes, the original natural class will be divided into two small sections with about 25persons each. If we make a group of 4, there will be 6-7 groups in each small class. Suchclass division will be good for teachers to monitor learners classroom activities and good forlearners to ha

11、ve more chances in the use of the target language.2) Integrated assessmentIn traditional examination, we often design listening test and written work. However,this is not enough or fair to a learners assessment. In TBLT, we focus on the development ofa learners integrated qualities. It is very neces

12、sary to design a few oral tests besides writtentests. However, if oral tests are only managed in the mid-term or at the end of a term, time isvery limited. So it is much more scientific to have the oral tests occur through the wholeteaching process.3) More out-of-class activitiesTBLT heavily focuses

13、 on the individual creativity and the cooperation of the group. Ifwe often hold such out-of-class activities as English corner, English drama, Englishstory-telling etc, a students timidness or shyness will disappear and they can take what theyhave learned to the classroom. If so, their speaking abil

14、ity will be well developed. Acquiringsuch a good habit, they may perform freely and actively participate in each task.4) Ideas sharingTeachers who teach in the same grade prepare a teaching plan together in order to settlethe problems when they meet the difficulty. It is called that each one exerts

15、each effort. Inother words, two heads are better than one.5) Full use of school recoursesActually the school facilities will affect whether the teaching and learning succeed ornot. The multi-media classroom not only optimises the teaching process in TBLT, but alsosaves time so that learners can have

16、 greater space and more time to consider and carry outthe classroom activities. Furthermore, in the writing class, students may directly send e-mailsthey have written to the teacher. Of course, they are fond of the reply that the teacher hascorrected and mailed back to them.6) Developing the teacher

17、s qualitiesTBLT requires teachers much more, including a high level of teaching skill and subjectknowledge. In TBLT, we have to focus on the meaningful English communication, ratherthan language form. TBLT requires teachers so much so that they should have strongerlistening and oral competence. Afte

18、r class, the members of our project group often learnfrom each other or take refresher courses and feedback together.7) Transfer from CAIn the past 10 years, we have used Communicative Approach (CA) in ELT. Each of ushas successful experience. TBLT belongs to CA category. We advocate making a gooddi

19、stinction among them and try to use the experience available in TBLT. It is a wise way todo like that, and this is the positive transfer that psycholinguistics mean.8) Learning from the experts or colleaguesHere the experts or colleagues mean those who are engaged in the study of TBLTdomain. If a TB

20、LT forum is held, we had better not miss it. In such forums many experts willgather together sharing all the experience. A big TBLT forum sponsored by BeijingZhongxing Publishing House in Beijing in October 2002, with David Nunan and over 400people from all over the country attendance, is a successf

21、ul conference. So is the 2003National Middle School English Curriculum standard & Classroom Teaching ReformConference held on April 6th-11th,in Nanning, Guangxi, whose participants are over 3000people.3.3 Result of the experimental implementation of TBLTAfter implementing TBLT, we find out that

22、learners linguistic and communicativecompetence and thinking ability etc. are very well developed. TBLT is strictly designed tofoster students participation consciousness, unitedness consciousness and creativity, andgreatly help students mobilize and motivate their potentialities by completing the t

23、asks.TBLT can also help students learn to communicate, learn to think about a question, learn tomake a decision and deal with an emergency. Furthermore, by accomplishing the task,students can also experience the sense of achievement and realize their own value. TBLTinvolves the collaboration between

24、 teacher and learners, and among learners. In carrying onthe task, the teacher should pay close attention to the teams participation and creative spirits.Because the students in junior middle schools are very active and animated, the tasks cansuccessfully engage their enthusiastic commitment. In addition, TBLT can greatly improvethe integrated ability of a student, which is in accordance with the general target of theempowerment education in China.Our chief