英語教學(xué)論課件

Unit1Language&languagelearningObjectives:Gettoknowsometheoriesoflanguage,languagelearningandteaching;beawareofwhatagoodlanguageteachershouldbelike.I.TheNatureofLanguage

(TextbookP307Appendix)Whatislanguage?Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.參見:劉潤清所著《論大學(xué)英語教學(xué)》Chapter1II.Viewsonlanguage1.Structuralview2.Functionalview3.Interactionalview

(TextbookPP2-4)ReferenceBooks:

束定芳、莊智象的《現(xiàn)代外語教學(xué)—理論、實(shí)踐與方法》PP193-194.ThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammar

Thestructuralview

System

of

LanguageSoundsWordsGrammar3sub-systemsThefunctionalview

(Thecommunicativeornotional-functionalview)Thefunctionalviewseeslanguageasalinguisticsystem

andasameansfordoingthings.Functionsoflanguagee.g.a.offering,b.suggestion,c.advising,d.apologizing,etc.

Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.Notionse.g.a.presenttime,pasttime,andfuturetime;b.certaintyandpossibility;c.agentandinstrument;d.relationshipbetweenpeopleandobjectsTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).Twothingsareneededforcommunication:1.Rulesoflanguageform (grammar&vocabulary)

2.Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)

Viewsonthenatureoflanguagehaveanimpactontheteachingorlearningmethodofaperson.Discussion:

InfluenceofviewsoflanguageonlanguageteachingandlearningViewsInfluenceThestructuralview(alinguisticsystem)Thefunctionalview(alinguisticsystemandasameansfordoingthings)Theinteractionalview(acommunicativetool)ToteachandlearnthestructuralrulesandvocabularyTolearntodothingswiththelanguage;toknowhowtocombinetherulesandthevocabularytoexpressnotions.

Toknowlanguageknowledge/rulesforusingthemincom-contextIII.ViewsonLanguageLearning1.Behavioristtheory(P5)(行為主義理論

)

2.Cognitivetheory(P5)(認(rèn)知理論

)3.Constructivisttheory(建構(gòu)主義理論)4.Socio-constructivisttheory(社會建構(gòu)主義理論)

1.Behavioristtheory(P5)

ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner

(斯金納),whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage(Harmer,1983).Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer1983:30)Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.2.Cognitivetheory(P5)

Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.3.Constructivisttheory

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatheorshealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.JohnDewey(杜威)believedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.4.Socio-constructivisttheory

Vygotsky(前蘇聯(lián)心理學(xué)家維果茨基,1978)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD「可能發(fā)展區(qū)/最近發(fā)展區(qū)」)andscaffolding「鷹架/支架/腳手架」.Thatistosay,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.

所謂「鷹架」(Scaffolding)是指「提供符合學(xué)習(xí)者認(rèn)知層次的支持、導(dǎo)引和協(xié)助，以幫助學(xué)習(xí)者由需要協(xié)助而逐漸能夠獨(dú)立完成某一任務(wù)，進(jìn)而使其由低階的能力水準(zhǔn)發(fā)展到高階的能力水準(zhǔn)?！国椉苡^念源自于維果茨基

(Vygotsky)的潛在發(fā)展區(qū)域(theZoneofProximalDevelopment,或ZPD)概念，他認(rèn)為孩童的能力有實(shí)際能力和潛在能力兩種?！笇?shí)際能力」是指孩童能夠獨(dú)力解決問題的能力水準(zhǔn)；「潛在能力」是指孩童在成人的指導(dǎo)協(xié)助，或在與能力較佳的同儕合作下，得以解決問題之可能到達(dá)的能力水準(zhǔn)。每一個孩子在實(shí)際能力和潛在能力之間存在有一段待發(fā)展的距離，即「潛在發(fā)展區(qū)域」。如果教學(xué)能夠接近孩童的潛在發(fā)展區(qū)域，則能有效的幫助孩童從原有的發(fā)展水平提升到更高的發(fā)展水平。后來學(xué)者(Wood,Bruner,&Ross,1976)就以「鷹架」作為譬喻，說明引導(dǎo)學(xué)習(xí)者認(rèn)知學(xué)習(xí)之適當(dāng)技術(shù)。DefinitionsofScaffolding(鷹架)&ZPD(最近發(fā)展區(qū))參考資料:

1．從鷹架觀念談案例故事在教師專業(yè)成長的應(yīng)用

[url]/worldwide/tsdr/tsdr10.htm[/url]

2．以鷹架落實(shí)多元智能論的教育改革理念和精神

[url]/worldwide/integration/integration04.htm[/url]

IV.Whatmakesagoodlanguageteacher?resourceful:havingtheabilitytofindawayroundthedifficulty新課程背景下的英語教師能力結(jié)構(gòu)warm-heartedcaringkindhardworkingwell-preparedenthusiasticcreativeresourceful,well-informed,accurate,authoritative,disciplined,speakingclearly,professionally-trainedflexibledynamicpatientattentiveintuitivehumorousEthicdevotion思想品德與道德情操Professionalquality職業(yè)素質(zhì)Personalstyle個性特征V.Howcanonebecomeagoodlanguageteacher?Teaching:isitacraft,orisitanappliedscience?

Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexperts’techniques,justlikeanapprentice.Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.

AReflectivemodel

AcompromisebetweenthetwoviewsbyWallace(1991),Stage1:LanguagedevelopmentStage2:3sub-stages:1)learning;2)practice;3)reflectionStage3:Goal(professionalcompetence)

Questions:1.WhatdoesthedoublearrowbetweenStage1andStage2mean(thefigureinSlide36)?2.Inwhichstagedoesthiscoursetakeplace?3.WhyarePracticeandReflectionconnectedbyacircle?SummaryofUnit1Viewsonlanguage:Thestructuralview,thefunctionalview,andtheinteractionalviewViewsonlanguagelearning:TheBehaviouristtheory;theCognitivetheory;theConstructivisttheory;theSocio-constructivisttheoryQualitiesofagoodlanguageteacher:Ethicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacher二語和外語

著名語言學(xué)家Stern在1993年出版的IssuesandOptionsinLanguageTeaching一書中是這樣說的：Secondlanguagerefersto“anon-nativelanguagelearntandusedwithinonecountry”,suchasEnglishlearntandusedinBritishcolonies;whereasforeignlanguageisa“non-nativelanguagelearntandusedwithreferencetoaspeechcommunityoutsidenationalandterritorialboundaries”likeEnglishlearntandusedinChina.（二語是指這樣一種語言——在使用該語言的國家里，作為非母語學(xué)習(xí)和使用這種語言，如:在英國前殖民地學(xué)習(xí)和使用的英語；而外語是指這樣一種語言——在使用該語言的國家及其屬地的領(lǐng)域之外，作為非母語學(xué)習(xí)和使用的一種語言，如:在中國學(xué)習(xí)和使用的英語。）Question:WhyisCLThighlypromotedinFLT?Inreallife:ThetraditionalFLT:Theconsequence:thefunctionsandformsLanguageskillsThewaytouseorteachlanguageQ1:WhatarethedifferencesbetweenlanguageusedinreallifeandlanguagetaughtinthetraditionalFLT?

Q2:WhatisthefinalgoalofFLT?Andhowtoachieveit?

(P.14-15)QuestionsIntermsoffunctionsandformsInreallife:Languageisusedtoperformcertaincommunicativefunctions.ThetraditionalFLT:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.

Intermsoflanguageskills

Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.ThetraditionalFLT:tendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.

Intermsofthewaytouse/teachlanguageInreallife:Languageisalwaysusedinacertaincontext.ThetraditionalFLT:tendstoisolatelanguagefromitscontext.e.g.thepassivevoiceTheconsequence:

ThefinalgoalofFLT:toenablethelearnerstousetheforeignlanguageinworkorlife.

weshouldteach:

thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.ThelanguageweteachintraditionalFLTisnotwhatweuseinreal-lifecommunication.ConclusionsCommunicativeLanguageTeaching(CLT):apossiblesolutionThegoalofCLTistodevelopstudents’communicativecompetence.2.2.Whatiscommunicativecompetence?Communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.CommunicativeCompetenceincludesknowledge

ofwhattosay,

when,how,whereandtosayFivemaincomponentsofcommunicativecompetenceHedge(2000:46-55)discussesfivemaincomponentsofcommunicativecompetence:linguisticcompetencepragmaticcompetencediscoursecompetencestrategiccompetencefluency(PP17-19)

1.linguisticcompetence語言能力是指理解語言本身，語言形式及其意義的能力。語言能力包含了拼寫、發(fā)音、詞匯、構(gòu)詞、語法、句型和語義等方面的能力。語言能力是交際能力的基石，一個不可缺少的組成部份。2.pragmaticcompetence語用能力是指學(xué)習(xí)者在特定的語境中針對特定的對象知道如何合適清晰地表達(dá)自己的意圖的能力。用Hymes的話說就是知道“何時說，何時不說，和誰，什么時間，什么地點(diǎn)，以什么方式說些什么”。

3.discoursecompetence篇章能力是指在口語或書面語中理解或創(chuàng)造連貫的上下文內(nèi)容的能力，或稱話語能力。4.strategiccompetence策略能力是指如何在一個真實(shí)的交際情景下保持交際渠道通暢的能力。它包括以下三個方面：1)在口語和書面語冒險一試的能力；2)使用具體交際策略的能力；3)習(xí)得具體交際策略中的常用語言形式。5.fluency語言流暢:語言流暢是指自如地把言語單元有效連結(jié)起來的能力。流暢涉及語言的輸出，多指口語的輸出。流暢包括三個方面：1）語義流暢，2）詞匯，句法流暢，3）發(fā)音流暢。AccordingtoHymes(1979),communicativecompetenceincludesfouraspects:(p.19)knowingwhetherornotsomethingisformallypossible(grammaticality:grammaticallyacceptable);知道形式上是否可能

knowingwhethersomethingisunderstandabletohumanbeings(feasibility);知道是否可行

knowingwhethersomethingisinlinewithsocialnorms(appropriatenessinasocialcontext);知道是否得體

knowingwhetherornotsomethingisinfactdone(whatthelanguageperformanceentails).知道實(shí)施的條件

2.3Implicationsforteaching&learningCommunicativecompetenceImplicationsforteachinglinguisticcompetenceTeachersneedtohelplearners…pragmaticcompetenceTeachersneedtohelplearners…discoursecompetenceTeachersneedtohelplearners…strategiccompetenceTeachersneedtohelplearners…fluencyTeachersneedtohelplearners…2.4PrinciplesforCLTThreeprinciplessuggestedbyRichardsandRodgers(1986:72)1)Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.

(e.g.ask/offerhelpinrailwaystations)2)Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskpromotelearning.

(e.g.makingoutclassrules)3)Meaningfulnessprinciple:Languagethatismeaningfultolearnersupportsthelearningprocess.(e.g.wordsofanimals)教學(xué)原則為指導(dǎo)教學(xué)工作的基本準(zhǔn)則。1990年《教育大辭典》Howatt（1984）指出，交際教學(xué)法流派中可分出“溫和派”和“激進(jìn)派”兩種：“溫和派”強(qiáng)調(diào)向?qū)W習(xí)者提供使用英語進(jìn)行交際的機(jī)會的重要性。將這類交際活動置于更大范圍的語言教學(xué)中，可以稱作“學(xué)用英語”（LearningtouseEnglish），成為近年來交際教學(xué)法的主流?！凹みM(jìn)派”聲稱語言是通過交際習(xí)得的，因此這并不是一個激活已有的知識的問題，而是一個促進(jìn)掌握語言系統(tǒng)本身的問題?？煞Q作“用英語學(xué)英語”（usingEnglishtolearnit）。aweakandastrongversionofCLTLittlewood’sclassicbookLittlewood(1981).CommunicativeLanguageTeaching.外研社,20001.功能互動活動(Functionalcommunicativeactivities) e.g.:比較不同圖畫的異同、推斷圖畫中事件發(fā)生的可能順序、發(fā)現(xiàn)地圖或圖畫中的缺失部分等等之類的活動

2.社會交往活動(SocialInteractionactivities) e.g.:談話和討論、對話和角色扮演、模擬、即興表演和辯論等之類的活動。CommunicativeactivitiesByLittlewood(1981)Functionalcommunicativeactivities

(p.18)e.g.Identifyingpictures

PicturesforStudentAPicturesforStudentBlanguagefortheactivity:

Whatcolour…?Howmany…?Where…?

Socialinteractionalactivities

(p.23)

e.g.Role-playingthroughcueddialogues提示性對話

LearnerAYoumeetBinthestreet.LearnerBYoumeetAinthestreet.A:GreetB.B:A:AskBwhereheisgoing.B:A:Suggestsomewheretogotogether.B:A:AcceptB’ssuggestion.B:A:B:GreetA.A:B:Sayyouaregoingforawalk.A:B:RejectA’ssuggestion.Makeadifferentsuggestion.A:B:Expresspleasure.Readingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.

RodEllis’(1990)sixcriteriaforcommunicativeactivities

1.Communicativepurpose;(informationgap)2.Communicativedesire;(realneed)3.(Focuson)Content,notform;(message)

(Exchanginginformation,notpatternpractice)4.Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)5.Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)6.Nomaterialcontrol.

2.6MainfeaturesofCommunicativeactivities

Forexamples,pleaserefertoWangQiang’sbook(2006)pp.24-26 RodEllis羅德·埃利斯教授曾獲得英國倫敦大學(xué)博士學(xué)位，現(xiàn)為新西蘭奧克蘭大學(xué)教授。主要研究領(lǐng)域?yàn)榈诙Z言習(xí)得與第二語言教學(xué)。RodEllis教授在國際應(yīng)用語言學(xué)和第二語言習(xí)得領(lǐng)域具有卓著的學(xué)術(shù)聲譽(yù)，發(fā)表了許多學(xué)術(shù)專著，編寫了一系列英語教程，并在許多國際著名學(xué)術(shù)刊物上發(fā)表了具有學(xué)科前沿理論與觀點(diǎn)的論文。Task-basedLanguageteachingis,infact,afurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.2.7Task-basedLanguageTeaching(TBLT)2.7.1Definitionsofatask(P27-28)MichaelLong(1985)從非語言的角度把任務(wù)定義為：為自己或他人所做的一種無償或者有償?shù)氖虑?。如填寫表格、買鞋子、訂機(jī)票等。也就是說，任務(wù)是人們在日常生活、工作和游戲中所做的各種各樣的事情。DavidNunan(1989)從交際的角度認(rèn)為：交際性任務(wù)是指課堂上學(xué)習(xí)者理解、處理、輸出目的語或用目的語進(jìn)行交流的各種學(xué)習(xí)活動。在這些學(xué)習(xí)活動中，學(xué)習(xí)者的注意力主要集中在表達(dá)意義上而不是在操練語言形式上。Prabhu(1987):任務(wù)是學(xué)習(xí)者根據(jù)所給信息，經(jīng)過思考等過程，得出某種結(jié)論或結(jié)果的活動。在完成任務(wù)時，學(xué)習(xí)者能夠自己的思考過程進(jìn)行控制和調(diào)整。Reference:程曉堂.任務(wù)型語言教學(xué)[M].高等教育出版社，2004.2.7.2Fourcomponentsofatask(P28)apurpose:aclearpurposeacontext:areal-worldrelationshipaprocess:comprehending,usingthelanguageandcommunicatingaproduct:nonlinguisticoutcome(Clark,ScarinoandBrownell)任務(wù)的主要特點(diǎn)

任務(wù)是有非常明確目的的活動任務(wù)與人的日常生活的語言活動相似任務(wù)是學(xué)習(xí)者理解、運(yùn)用所學(xué)語言進(jìn)行交流的課堂活動任務(wù)應(yīng)該有一個非語言成果ThemainfeaturesofTBLTMeaningisprimary.

意義的表達(dá)是第一位的Therearesomecommunicationproblemstosolve

需要解決交際中的問題Thereissomesortofrelationshiptocomparablereal-worldactivities.

與實(shí)際生活的活動相似Taskcompletionhassomepriority

最受關(guān)注的是完成任務(wù)Theassessmentofthetaskisintermsofoutcome

任務(wù)的評價取決于結(jié)果

(Skehan:1998)Thedifferencesbetween

Exercise,exercise-tasksandtasksTask:focusesonthecompleteactofcommunication.Exercise:focusesonindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Exercise-task:consistsofcontextualizedpracticeoflanguageitems.2.8PPP&TBLTTheModelsoftheProcessofFLT外語教學(xué)模式ThePPPModel:Presentation(講授)Practice(操練)Production(產(chǎn)出)Harmer'sESAModel：Engage（投入）Study（學(xué)習(xí)）Activate（運(yùn)用）Willis'TBLModel：Pre–task（活動前）TaskCycle（任務(wù)周期）LanguageFocus（語言點(diǎn)）The5-stepteachingmethod:revision(復(fù)習(xí))Presentation(呈現(xiàn))Drill(操練)Practice(實(shí)踐)Consolidation(鞏固)任務(wù)型教學(xué)的實(shí)施步驟(P31)

Willis認(rèn)為，“任務(wù)型”教學(xué)可分為三個步驟：任務(wù)前，任務(wù)鏈，語言分析。

(1)任務(wù)前(pre-task)——教師引入任務(wù)，向?qū)W生介紹話題和任務(wù)目標(biāo)，突出關(guān)鍵詞語，幫助學(xué)生理解任務(wù)的指令和做好準(zhǔn)備。

(2)任務(wù)鏈(task-cycle)——由做任務(wù)（學(xué)生分步驟執(zhí)行任務(wù))、計劃（就如何報告任務(wù)的結(jié)果做準(zhǔn)備工作)以及報告（學(xué)生代表匯報任務(wù)完成情況)三個環(huán)節(jié)組成

(3)語言焦點(diǎn)(languagefocus)——也叫語言分析，在教師的引導(dǎo)下做以語言為焦點(diǎn)的活動，如找與話題相關(guān)的單詞、短語、句型等；由學(xué)生獨(dú)立完成一些語言練習(xí)活動；師生共同對重點(diǎn)語言項目進(jìn)行歸納總結(jié)；進(jìn)行語言項目的其他操練。目的是培養(yǎng)學(xué)生的語言意識（languageawareness)(參見《任務(wù)型語言教學(xué)》中的案例P110或新課標(biāo)中的案例）Ellis的任務(wù)型教學(xué)模式Ellis的任務(wù)型語言教學(xué)模式有三個階段：任務(wù)前（thepre-taskphase)，任務(wù)中（theduring-taskphase)和任務(wù)后（thepost-taskphase)1、任務(wù)前：目的是讓學(xué)生明白要做什么任務(wù)，具體結(jié)果是什么?；顒舆^程：引導(dǎo)學(xué)生完成類似的任務(wù)；聽/看示范性任務(wù)；非任務(wù)的準(zhǔn)備活動（激活、背景知識、預(yù)測/介紹相關(guān)詞匯）2、任務(wù)中：以小組為單位實(shí)施任務(wù)3、任務(wù)后：圍繞報告任務(wù)和語言分析開展。主要活動：重復(fù)任務(wù)；報告和反思；分析語言形式。Ellis（2003）認(rèn)為，任務(wù)型語言教學(xué)中的任務(wù)，只有任務(wù)中（while-task)的活動是必要的階段，任務(wù)前和任務(wù)后階段是可有可無的。盡管如此，前、后兩階段在語言學(xué)習(xí)過程中發(fā)揮著重要的作用。ThePPPModel&The5-stepteachingmethod(A)3PModel(B)5-stepModelWarming-upStepI.RevisionStepI.PresentationStepII.Presentation1.1.2.2.3.3.StepII.PracticeStepIII.Drills1.1.2.2.3.3.StepIII.ProductionStepIV.Practice1.1.2.2.3.3.HomeworkStepV.ConsolidationHomework2.9HowtodesigntasksStep1Thinkaboutstudent’sneeds,interest,andabilitiesStep2BrainstormpossibletasksStep3EvaluatingthelistStep4ChoosethelanguageitemsStep5Preparingthematerials2.10AppropriatenessofCLT&TBLTintheChinesecontextSomecontroversies&debatesaboutCLT:Theveryfirst&forcefulargumentiswhetheritisculturallyappropriate;Thesecondproblemrelatestothedesignofthesyllabusforteachingpurposesintheclassroom; Thethirdproblemiswhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.SomepotentialconstraintsaboutTBLTItmaynotbeeffectiveforpresentingnewlanguageitems.Neithermayitbeappropriateforthosecontextwherelanguageexposureisnotsufficientandclasstimeislimited.TimeThecultureoflearningLevelofdifficultySummaryofUnit2Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy;GoalofCTL:Communicativecompetence;FeaturesofCLT,andRichardsandRodgers’threeprinciplesofCLT:communicative,taskandmeaningfulnessprinciplesCommunicativeactivities(Littlewood):functionalcommunicativeactivities,andsocialinteractionalactivitiesRodEllis’sixcriteriaforcommunicativeactivitiesTask-basedLanguageTeaching(TBLT)Homework1.Whatiscommunicativecompetence?2.Whatarethethreeprinciplesofcommunicativelanguageteaching?3.Whatarethesixcriteriaforevaluatingcommunicativeclassroomactivities?4.WhatisTask-basedLanguageTeaching?Moreideas:

1.倡導(dǎo)任務(wù)型語言教學(xué)的意義

?任務(wù)型語言教學(xué)（TBLT）是80年代外語教學(xué)法研究者和第二語言習(xí)得研究者在大量研究和實(shí)踐的基礎(chǔ)上提出來的又一有重要影響的語言教學(xué)理論。?很多國家和地區(qū)的教學(xué)大綱和課程標(biāo)準(zhǔn)都采用了任務(wù)形語言教學(xué)的途徑。?《國家英語課程標(biāo)準(zhǔn)》也倡導(dǎo)采用任務(wù)型語言教學(xué)。2.TBLT產(chǎn)生的兩個背景從交際語言教學(xué)到任務(wù)型教學(xué)：

70年代交際語言教學(xué)的倡導(dǎo)者提出在真實(shí)的語境下表達(dá)意思是語言學(xué)習(xí)最有效的途徑。交際語言教學(xué)思想提倡：

—以實(shí)際的學(xué)習(xí)任務(wù)為主要學(xué)習(xí)形式

—以真實(shí)的日常語言為主要學(xué)習(xí)內(nèi)容

—以真實(shí)的交際目的為學(xué)習(xí)活動目的

交際語言學(xué)習(xí)活動（如信息溝活動）被稱為“任務(wù)”，而“任務(wù)型語言教學(xué)”幾乎成為交際語言教學(xué)代名詞。

這一趨勢改變了傳統(tǒng)的注重語言形式的語言學(xué)習(xí)式和教學(xué)方法。?對輸入理論的置疑——語言輸入不能保證語言習(xí)得?交互活動、意義協(xié)商、語言輸出（interaction,meaningnegotiationandoutput）是語言習(xí)得的關(guān)鍵?只有通過完成任務(wù)（performtasks）學(xué)習(xí)者才能進(jìn)行交互活動、意義協(xié)商和語言輸出?開始了任務(wù)型語言學(xué)習(xí)模式的研究和實(shí)驗(yàn)—1990s被成為“TheAgeoftheTask”.從第二語言習(xí)得研究到任務(wù)型教學(xué)：關(guān)于任務(wù)型語言教學(xué)的主要著作SecondLanguagePedagogy:aperspective.OUP,1987,N.S.Prabhu

DesigningTasksfortheCommunicativeLanguageClassroom.CUP,1989,DavidNunan.AFrameworkforTask-basedlearning.Longman,1996,JaneWillis.ResearchingPedagogicTasks.Longman,2001,M.Bygate,P.SkehenandM.Swain.Task-basedLanguageLearningandTeaching.OUP.2003.RodEllis.龔亞夫,羅少茜.任務(wù)型語言教學(xué)[M].人民教育出版社,2003.程曉堂.任務(wù)型語言教學(xué)[M].高等教育出版社,20043.關(guān)于任務(wù)型教學(xué)的幾個認(rèn)識問題1）任務(wù)型語言教學(xué)是一種思想或途徑，而不是具體的方法。2）任務(wù)型語言教學(xué)的核心思想是：學(xué)生在完成真實(shí)、有意義的任務(wù)中學(xué)習(xí)和使用語言。3）任務(wù)型語言教學(xué)不是不重視語言知識和語言形式，只是重視語言形式的方式不同。4.任務(wù)的類型（1）真實(shí)任務(wù)（Real-worldtasks）：指接近或類似現(xiàn)實(shí)生活中各種事情的任務(wù)。ReplytoanemailmessageMakealistoffoodanddrinksforapicnicDesignanewplaygroundforyourschool（2）學(xué)習(xí)型任務(wù)（Pedagogicaltasks）：指為了實(shí)現(xiàn)某種學(xué)習(xí)目的而專門設(shè)計的任務(wù)。ListentoinstructionsanddrawapictureFindoutdifferencesbetweentwopictures.Writeaboutyourfavoritesport

Richards’pedagogicaltasks:

信息差活動（information-gaptasks);

交流意見的活動(opinionexchangetasks);

問題解決的活動(problem-solvingtasks);

拼圖任務(wù)（jigsawtasks)

決策任務(wù)（decision-makingtasks)5.任務(wù)型語言教學(xué)的實(shí)際操作（1）說明背景，布置總?cè)蝿?wù)，準(zhǔn)備活動（2）語言準(zhǔn)備：詞匯、語法、句型等（3）學(xué)生分步驟實(shí)施/完成任務(wù)：比如小組調(diào)查；統(tǒng)計結(jié)果；設(shè)計圖表；分析問題；提出解決問題的方案；動手操作等（4）匯報結(jié)果：展示并說明結(jié)果3.1AbriefhistoryofforeignlanguageteachinginChinaReadthroughthesub-titlesinthispartandthengetageneralideaaboutthetopic.

Aphaseofrestoration(1978-1985)Aphaseofrapiddevelopment(1986-1992)Aphaseofreform(1993-2000)Aphaseofinnovationfrom2000Aphaseofrestoration(1978-1985)

ThefirstnationalsyllabuswasissuedbytheMinistryofEducationin1978.Thegeneralaims:tolearnthebasicphonetics,grammar,words;todeveloppreliminarylanguageskills:listening,speaking,readingandtranslation.TheestablishmentoftheNationalForeignlanguageTeachingandResearchAssociation(中國教育學(xué)會外語教學(xué)專業(yè)委員會),Twojournals:

ForeignLanguageTeachinginSchools《中小學(xué)外語教學(xué)》，EnglishTeachingandResearchatPrimaryandSecondarySchools《中小學(xué)英語教學(xué)與研究》Aphaseofrapiddevelopment(1986-1992)

AthirdEnglishsyllabuswasissuedin1986.Theaims:todevelopstudentsknowledgeaboutlanguage,cognitiveability,positiveattitude,personality;todevelopstudents’basicabilityinusingEnglishinspokenandwrittenform.Aphaseofreform(1993-2000)

Anewsyllabuswasissuedin1993.Theaims:toconsolidateanddevelopstudentsknowledgeandbasiclanguageskills;todeveloptheabilitytouseEnglishinbothspeakingandwritingforthepurposeofcommunication.Thereformofteachingmethods:

audio-lingualmethodandgrammar-translationmethodcommunicativeapproach.Apromisingresults:investigationledbyZhangZhengdong,etal.in1999.Aphaseofinnovationfrom2000

TheNewNationalEnglishCurriculumwasissuedin2001.Theproblemsinpreviousteaching:1)overemphasisonknowledgewhileignoringlanguageability.2)alackofconnectionbetweendifferentstagesofschooling.3)littleallowanceforindividuallearnerdifferences.4)noformativeassessment.ThemaintaskofEnglishcurriculum：refertoP443.2DesigningprinciplesfortheNationalEnglishCurriculum1)

Aimforeducatingallstudents,andemphasizequality-orientededucation.2)Promotelearner-centeredness,andrespectindividualdifferences.3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.5)

Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.(PP310-311)3.3GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.國際視野祖國意識合作精神自信意志動機(jī)興趣情感態(tài)度文化知識文化理解跨文化交際意識和能力文化意識學(xué)習(xí)策略資源策略交際策略調(diào)控策略認(rèn)識策略聽說讀寫語言技能話題功能詞匯語法語音語言知識3.4DesignoftheNationalEnglishCurriculumNinecompetence-basedlevelsLevel9Level8Level7Level6Level5Level4Level3Level2Level1ForseniorhighschoolleaversFor9thgradersFor6thgradersLevel5Level4Level3Level2Level1Basicrequirementsfor6thgradersBasicrequirementsfor9thgradersCompulsoryEducationSenior2&3/Senior1*Specializedskillscourses*ESPcourses*Cultural&literarystudiescourseetc.ElectiveTrack2Level7Level6English1-5(10credits)RequiredCoursesBasicrequirementsforseniorhighschoolleaversRequiredCourseLevel9Level8English6-7(12credits)ElectiveTrack13.5Performancestandardsfordifferentlevelofcompetence二級

對英語學(xué)習(xí)有持續(xù)的興趣和愛好。能用簡單的英語互致問候、交換有關(guān)個人、家庭和朋友的簡單信息。能根據(jù)所學(xué)內(nèi)容表演小對話或歌謠。能在圖片的幫助下聽懂、讀懂并講述簡單的故事。能根據(jù)圖片或提示寫簡單的句子。在學(xué)習(xí)中樂于參與、積極合作、主動請教。樂于了解異國文化、習(xí)俗。Reference:國家課程標(biāo)準(zhǔn)專輯英語課程標(biāo)準(zhǔn)/ncs/eng/eng02.htm#一

有較明確的英語學(xué)習(xí)動機(jī)和積極主動的學(xué)習(xí)態(tài)度。能聽懂教師有關(guān)熟悉話題的陳述并參與討論。能就日常生活的各種話題與他人交換信息并陳述自己的意見。能讀懂供7~9年級學(xué)習(xí)閱讀的簡單讀物和報刊、雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)用適當(dāng)?shù)拈喿x策略。能根據(jù)提示起草和修改小作文。能與他人合作，解決問題并報告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能對自己的學(xué)習(xí)進(jìn)行評價，總結(jié)學(xué)習(xí)方法。能利用多種教育資源進(jìn)行學(xué)習(xí)。進(jìn)一步增強(qiáng)以文化差異的理解與認(rèn)識。五級七級

有明確和持續(xù)的學(xué)習(xí)動機(jī)及自主學(xué)習(xí)意識。能就較廣泛的話題交流信息，提出問題并陳述自己的意見和建議。能讀懂供高中學(xué)習(xí)閱讀的英言語原著改寫本及英語報刊。具有初步的實(shí)用寫作能力，如通知、邀請活動。有主動利用多種教育資源進(jìn)行學(xué)習(xí)。具有較強(qiáng)的自我調(diào)控能力，初步形成適合自己的學(xué)習(xí)策略。理解交際中的文化差異，初步形成跨文化交際意識。3.6ChallengesfacingEnglishlanguageteachers1)

Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguistic