TaskBased Language Teaching任務(wù)教學法

1、Chapter 18 Task-Based Language Teaching 任務(wù)型教學法,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. It is presented as a logical development of CLT since it draws on several principles that f

2、ormed part of the CLT movement from the 1980s. E.g. Activities that involve real communication are essential for language learning. Activities in which language is used for carrying out meaningful tasks promote learning. Language that is meaningful to the learner supports the learning process.,Backg

3、round,Tasks are proposed as useful vehicles for applying these principles. Early applications of this approach in Malaysian and Bangalore (班加羅爾，印度南部城市) Projects were short lived, but the role of tasks received further support from research of SLA, without much evidence of success in grammar-focused

4、teaching activities. Engaging learners in task work provides a better context for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place. LL is believed to depend on immersing ss not merely in “comprehensible input”

5、but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.,Background,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 pr

6、actical applications of it and little documentation concerning its implications or effectiveness as a basis for syllabus design, materials development, and classroom teaching.,Key assumptions of task-based instruction,The focus is on process rather than product. Basic elements are purposeful activit

7、ies and tasks that emphasize communication and meaning. Learners learn language by interacting communicatively 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

8、 specific to the classroom. Activities and tasks of a task-based syllabus are sequenced according to difficulty. The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the d

9、egree of support available.,The notion of “task”,The notion of “task” is as a central unit of planning and teaching. It is an activity or goal that is carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, o

10、r reading a set of instructions and assembling a toy: Tasks are activities which have meaning as their primary focus. Success in tasks I evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So task-based instruction takes a fairly stro

11、ng view of communicative language teaching. The concept of task first appeared in the vocational training practices of the 1950s, focusing on training design concerns of the military regarding new technologies and specialties.,Task analysis,As in manual tasks, a similar process of task analysis is n

12、eeded in curriculum approach, with the following concerns: Analysis of real-world task-use situations The translation of these into teaching tasks descriptions The detailed design of instructional tasks The sequencing of instructional tasks in classroom training/ teaching,Task analysis,The attention

13、 of task analysis and instructional design have turned from solo job performance on manual tasks to team tasks, for which communication is required. There are 4 major categories of team performance function: Orientation functions (定位功能) Organizational functions (組織功能) Adaptation functions (適應(yīng)功能) Mot

14、ivational functions (動力功能),Approach: Theory of language,Though TBLT is primarily motivated by a theory of learning, several assumptions about the nature of language underlie approaches to TBLT: Language is primarily a means of making meaning: the central role of meaning in L use; meaning is primary

15、the assessment of the task is in terms of outcome. Multiple models of language inform TBI, which draws on structural, functional, and interactional models of language. Lexical units are central in language use and language learning: vocabulary here includes the consideration of lexical phrases, sent

16、ence stems, prefabricated routines, and collocations. “Conversation” is the central focus of language and the keystone of language acquisition: the majority of tasks proposed within TBLT involve conversation that draw on the Ls available linguistic and communicative resources.,Approach: Theory of le

17、arning,TBI shares the general assumptions about the nature of LL underlying CLT. Some of the principles play a central role in TBLT: Tasks provide both the input and output processing necessary for language acquisition: Krashen has long insisted that comprehensible input is the one necessary criteri

18、on for successful LA, and others argued that productive output is also critical for adequate L2 development. Task activity and achievement are motivational: Tasks can improve learner motivation and promote learning. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purp

19、ose: specific tasks can be designed to facilitate the use and learning of particular aspects of language.,Design: Objectives,Goals in TBLT are ideally to be determined by the specific needs of particular learners. E.g. The English Language Syllabus in Schools Malaysian describes the broad goal of gi

20、ving all Malaysian secondary school learners The ability to communicate accurately and effectively in the most common English language activities they may be involved in.,Design: The syllabus,Proponents of TBLT are concerned with the process dimensions of learning than with the specific content and

21、skills that might be acquired through the use of their processes. So, TBLT syllabus specifies the tasks that should be carried out by learners: Real-world tasks: design to practice or rehearse those tasks that are found to be important in a needs analysis and useful in the real world. Pedagogical ta

22、sks: a psycholinguistic basis in SLA theory and research but do not necessarily reflect real-world tasks. In some programs, both types of tasks were used, but in other cases, representative real-world tasks are grouped according to themes. So, besides selecting tasks, a syllabus has to determine the

23、 ordering of tasks, considering task difficulty.,Design: Types of learning and teaching activities,Types of L and opinion exchange. Or some others.,Design: Learner roles,A number of roles for learners are assumed in current proposals for TBI. The primary roles are: Group participant: whole class and

24、/ or individual; in pairs or small groups Monitor: tasks and activities are designed for ss to notice how L is used in communication. Risk-taker and innovator: ss are to create and interpret messages by restating, paraphrasing, using paralinguistic signals, guessing from contextual clues, asking for

25、 clarification, and consulting with other ss etc.,Design: Teacher roles,Roles for teachers in TBI include: Selector and sequencer of tasks: selecting, adapting, and/ or creating the tasks and forming them into an instructional sequence. Preparing learners for tasks: learners should not to into new t

26、asks “cold” and pre-task preparation or cuing is important. Consciousness-raising: employing a variety of form-focusing techniques, including attention-focusing activities, text exploration, guided exposure to parallel tasks, and use of highlighted material to lead ss to notice critical features of

27、the language they use and hear.,Design: The role of materials,Pedagogic materials: Instructional materials depend on appropriate classroom tasks and are limited by the imagination of the task designer, who creates teacher resource books and textbook form for ss use. Realia: authentic tasks are supported by authentic materials as the following: Newspapers Television Internet,Procedure,The way in which task activities are designed into an instructional bloc are shown in several examples: Pre-task activities: ss take part in preliminary activity introducing the topic, situation an