任务型语言教学PPT优秀课件

Task-BasedLanguageTeaching任务型语言教学人民教育出版社龚亚夫Task-BasedLanguageTeaching任务型语言教学1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessment&TBLTTheoreticalBackgroundofTBLTLanguageAcquisitionResearchSocialconstructivistmodelofteaching-learningprocessAAAcurriculumtheoryWhatislanguageacquisition?Thelearninganddevelopmentofaperson’slanguage.ThelearningofanativeorfirstlanguageiscalledFIRSTLANGUAGEACQUISITION,andofasecondorforeignlanguage,SECONDLANGUAGEACQUISITION.Theterm“acquisition”isoftenpreferredto“learning”becausethelatterissometimeslinkedtoabehaviouristtheoryoflearningSecondLanguageAcquisitionResearch“Practicemakesperfect”doesnotalwaysapplytolearninggrammar.They(students)oftenfailtouseitcorrectlywhenexpressingthemselvesfreely.Thistemporarymasteryseemstohappenwhentheyarepayingconsciousattentiontoform,butnotwhentheyaretryingtocommunicateandpayingattentiontomeaning.JaneWillis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Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.DavidNunan(1999)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+opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.Montgomery&Eisenstein(1985)(1985年作了一个实验，实验组教语法，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Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.Lim(1992)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Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.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Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.FourconditionsoflanguagelearningExposure(rich,comprehensibleinput,languageinuse)Use(ofthelanguagetodothings,exchangemeanings)Motivation(toprocessandusetheexposure:listen&readthelanguage;speakandwriteit)Instruction(chancestofocusonform)建构主义的理论知识是由个人自己建构的，而不是由他人传授的。这种建构发生在交往的环境中，是社会互动的结果。1注重学生的主体作用，提供语料和语境。不令其直达结果2帮助学生理解任务的意义和目标3形成控制自己的行为的意识、信心和能力4创造适宜的心理环境LearnerslearnwhatismeaningfultothemLearnerslearninwaysthataremeaningfultothemLearnerslearnbetteriftheyfeelincontrolofwhattheyarelearningLearningiscloselylinkedtohowpeoplefeelaboutthemselvesLearningtakesplacesinasocialcontextthroughinteractionwithotherpeopleConstructivisitmodeloftheteachingandlearningtheory自我---每个人的关注点不同自择---个性、学习策略、做事的方式不同自主---控制进度、学习目标、学习自信---自我感觉（self-concept)，自信心互动---（interaction)互动的作用可以大量增加语言输入可以模拟真实交际的情景可以使学生学会创造性地使用语言WhatisTask-BasedLanguageTeachingFocusesontheconstruction,sequencing,andevaluationofparticulargoal-relatedactioncomplexesthatlearnerscarryouteitherbythemselvesorjointly.(Candlin&Murphy1987;Nunan1989)Thetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.（香港中英语大纲）Whataretasks?Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任务是人们在日常生活中所从事的有目的的活动。paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybooktakingadrivingtestmakinganairlinereservationwritingacheckfindingastreetdestination,Whatpeopledoineverydaylife:TASKS1.任务是有非常明确目的的活动Apieceofworkoranactivity,usuallywithaspecificobjective,undertakenaspartofaneducationalcourse,atwork,orusedtoelicitdataforresearch.(Crookes,1986)Tasksareactivitieswhichhavemeaningastheirprimaryfocus.2.任务与人们日常生活的语言活动相似Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksaregenerallybearsomeresemblancetoreal-lifelanguageuse.3.学习者理解，运用所学语言进行交流的课堂活动Thecommunicativetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.DavidNunan(1989)4。任务应该有一个成果Ataskshouldhaveanon-linguisticoutcome.Successinthetaskisevaluatedintermsofachievementofanoutcome.任务就是人们在日常生活、工作、娱乐活动中所从事的各种各样有目的的活动。所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。任务型语言教学把人们在社会生活中所做的事情细分为若干非常具体的“任务”，并把培养学生具备完成这些任务的能力作为教学目标。狭义任务派什么不是任务：Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.Role-playactivitiesVeryofteninrole-playsituationsthereisnoactualoutcomeforstudentstoachieve,otherthantoenacttheirroles.Studentshavetothinkofsuitablethingstosaytoeachother,buttheyareunlikelytobeexchangingrealmeaning.JaneWillis课堂任务的示例：listeningtoaweatherforecastanddecidingwhattowear任务的结果：Thelearnerwilllistentoaweatherforecastandidentifythepredictedmaximumtemperaturefortheday.练习的结果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.TheessentialdifferencebetweentaskandexerciseTaskTaskhasanonlinguisticoutcomeExerciseAnexercisehasalinguisticoutcome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。任务是为了达到某个目地而做的事情。任务往往有一个非语言的结果。而语言练习则只注意语言形式的准确。Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing---itisprimarilyengaginginmeaningthatthelearner’ssystemisencouragedtodevelop.(LongandCrooks1993)广义任务派EnablingtasksTheyactassupportforcommunicationtasks.Theirpurposeistoprovidestudentswiththenecessarylinguistictoolstocarryoutacommunicationtask.Theycanbeasmeaningfulaspossible,theirmainfocusisonlinguisticaspects(grammar,vocabulary,pronunciation,functions,discourse)ratherthanonmeaning.Theyareovertlanguagelearningexperiences,whoseaimistoenablestudentstocommunicateassmoothlyandeffectivelyaspossible.Sometypesofclassroomworkthatmaybeclassifiedasenablingtaska.Presentationofnecessarynewlanguage(functions,grammar,vocabulary,phonology,discoursefeaturescheckingthatthenewlanguagehasbeenunderstoodb.Controlledpre-communicationpracticeorawareness-raisingtasksusuallyfocusedonaccuracyCommunicationTasksAcommunicationtaskisapieceofclassroomworkduringwhichlearners’attentionisprincipallyfocusedonmeaningratherthanform,thatisonwhatisbeingexpressedratherthanonthelinguisticformsusedforexpressingit.Asfaraspossible,resemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.广义任务的定义Ataskisanactivitythatlearnersengageinfurthertheprocessoflearningalanguage.WilliamsandBurden(1997)WhydoweuseTBLT?Thetaskswillengagestudents,challengethem,andallowforcontingentinteraction.AccordingtoCsikszetmihalyi(1993:xiv)Theyhaveconcretegoalsandmanageablerules.Theymakeitpossibletoadjustopportunitiesforactiontoourcapacities.Theyprovideclearinformationabouthowwellwearedoing.TheyscreenoutdistractionsandmakeconcentrationpossibleMeaningandformThemeaningversusform(orfluencyversusaccuracy)debateisnolongeradiscriminatingfactoramongteachingapproachesbecausemeaningandformareassumedtobeessentialforlearning(e.g.,Long,1991;Long&Robinson,1998).Asuccessfulpedagogicaltask:(a)focusesstudents’attentiononthestructureofthelanguagebydemonstratingthatlanguageformcontributestomeaning,(b)motivateslearnerstoheightenthecomplexityofthelinguisticmeanstheyusetoaccomplishtaskobjectives.Asuccessfultasksequenceleadslearnersto:(a)communicatewithlimitedresources,(b)becomeawareofapparentlimitationsintheirknowledgeaboutlinguisticstructuresthatarenecessarytoconveythemessageappropriatelyandaccurately,andfinally,(c)lookforalternativestoovercomesuchlimitations.Fourdimensionsofteachingandlearningtasksrepresentedbythe“foureyes”involvement参与inquiry探究induction归纳incorporation合作Thecomponentsofatask目标（Goals）信息输入（InputData)语言信息（Verbaldata）如：adialogue,readingpassage,etc.非语言信息（Non-verbaldata）如：picture,etc.活动（Activities）任务型语言教学的特点1.强调通过交流来学会交际Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.2.将真实的语言材料引入学习的环境Theintroductionofauthentictextsintothelearningsituation.3.关注语言的本身，也关注学习的过程Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.4.把学习者个人的经历作为课堂学习的重要因素Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.5.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.试图把课内的语言学习与社会的语言活动结合起来。(DavidNunan1991)SomecharacteristicsoftasksTasksareactivitiesinwhichstudentsworkpurposefullytowardsanobjectiveTheobjectivemaybeonethattheyhavesetforthemselvesoronewhichhasbeensetbytheteacherTheobjectivemaybelanguagefocused,e.g.todiscoveraruleofgrammarorcompleteanexercise,orcontent-focused,e.g.tocarryoutaprojectorreachadecisionthroughdiscussionTaskmaybecarriedoutindividuallyor(moreoften)ingroupsTaskmaybecarriedoutincompetitionwithothersor(moreoften)incollaborationTheoutcomemaybesomethingconcrete(e.g.areportorepresentation)orsomethingintangible(e.g.aagreementorthesolutiontoaproblemThreePedagogicalGoalsforTask-basedApproachesAccuracy准确程度AccuracyconcernshowwelllanguageisproducedinrelationtothetargetlanguageComplexity综合程度Complexityconcernstheelaborationorambitionofthelanguagewhichisproduced.Howfardolearnersrelyonprefabricatedphrasesandestablishedroutines,andhowfardotheyneedtoexpandtheirlanguageresourcestomeetthecommunicativechallenge?Fluency流利程度Fluencyconcernsthelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation.Itislikelytorelyuponmorelexicalizedmodesofcommunication,asthepressureofrealtimespeechproductionaremetonlybyavoidingexcessiverule-basedcomputation(skehan1994)Principles:Theauthenticityprinciple言语、情境真实性原则Thelinguisticdatathatlearnersworkwithareauthentic.Therelationshipbetweenlinguisticformandcommunicativefunctionarecleartothelearner.任务的设计要提供给学习者明确、真实的语言信息。学习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。Theform-functionprinciple形式-功能性原则Teachinglanguageinwaysthatmakeformandfunctionrelationshipstransparent任务的设计注重形式和语言功能的结合。旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。Thetaskdependencyprinciple任务的相依性原则Aseriesoftasksinalessonorunitofworkformsakindofpedagogicalladder,eachtaskrepresentingarungontheladder,enablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务向高级任务以及高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。Learningbydoing做中学原则Learningbydoingmotivatesstudentstofulfilltheirpotential.Learnersmasterthelanguagebyusingitcommunicativelyintheclassroom,althoughtheystillhavetolearngrammarandmemorizevocabulary.自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习。Goodlearningtasksshould:1enablelearnerstomanipulateandpracticespecificfeaturesoflanguage2allowlearnerstorehearse,inclass,communicativeskillstheywillneedintherealworld3activatepsychological/psycholinguisticprocessesoflearning4besuitableformixedabilitygroups5involvelearnersinsolvingaproblem,comingtoaconclusion6bebasedonauthenticornaturalisticsourcematerial7involvelearnersinsharinginformation8requiretheuseofmorethanonemacroskill9allowlearnerstothinkandtalkaboutlanguageandlearning10promoteskillsinlearninghowtolearn11haveclearobjectivesstatingwhatlearnerswillbeabletodoasaresultoftakingpartinthetask12utilizethecommunityasaresource13givelearnersachoiceinwhatwaytheydoandtheorderinwhichtheydoit.14involvelearnersinrisk-taking15requirelearnerstorehearse,rewriteandpolishinitialefforts16enablelearnerstoshareintheplanninganddevelopmentofthetask17havebuiltintothemameansofevaluatingthesuccessorotherwiseofthetask#TaskAnalysisDeterminetheobjectives:Determiningthefinaltaskssoearlyintheplanningprocessisthecrucialandmoststrikingfactoroftheframework.Everythingtobedoneintheunitwillderivefromthefinaltasks.Thisway,wecanreallysaythatitisthetaskstobecarriedoutattheendoftheunitthatgeneratethelanguagetobeused(learntorrecycled)anddeterminetheprocedurestobefollowed.Twoprimarypurposesforconductingataskanalysis:1)todevelopinstructionortrainingtosupportthelearningoftasksidentifiedbythetaskanalysis;2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25)ThreeTypesofTasks三种任务Real-world/TargetTasks目标性任务PedagogicalTasks课程目标任务Classroomtasks教学任务PedagogicalTasksCurriculumobjectivesMoredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.StrategicobjectivesCurriculumandtextbooks根据课程目标制订分解的任务目标根据分解的任务目标制订分年纪的目标根据分年级的目标制订教科的分册的和分单元的目标。PlanningthefinaltasksFinaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.FinaltasksinwhichthestudentsintheclassroominteractThereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybody’sbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyon‘whodoesthehouseworkathome?’Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10)Categoriesoflearnedcapabilities(orobjectives):Intellectualskills–subdividedintodiscriminations,concepts,andrulesProblemsolving–combiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategies–skillsinmanagingone’slearningandthinkingprocessesVerbalinformation–memorizationoffactsandbodiesofinformationMotorskills–executingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudes–anemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”)Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.课堂任务的设计1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuchinformation3Providethemwithreadymadetextexemplifyingasituation任务可以来自各个方面Taskscanhavevarietyofstartingpoint.Theymaydrawonlearners’owninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.PlanningclassroomworkThreefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemandsTasktrainingsequencedescribetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcuesteachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse(Miller,1962)(p41)Taskfunction:任务型语言教学的功能：toprovideapurposeforaclassroomactivity为课堂活动提供具体、清晰的目标tomakelanguageteachingmorecommunicative使语言教学更具有交际性Tasktypes任务的类型ClosedtaskonesinglecorrectanswerorarestrictednumberofcorrectanswersOpentasknosinglecorrectanswerCoretaskExtendedtaskPerformanceAssessmentandTask-BasedLanguageTeachingAlearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceexhibitedbysomeonewhohasdevelopedtheskillswhichenablethatoutcome–someonewhohasacquiredarulecanapplytheruletosolveproblems.Theexternalperformancesindicatetheinternalcapabilityacquiredbythelearner.Task-BasedAssessmentPerformanceassessmentisdefinedassystematicattempttomeasurealearner’sabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982)Itseemsthattaskaccomplishmentistheultimatefocusforevaluatinghumanperformance.ItfollowsthatL2performanceassessmentandtask-basedapproachestolanguageteachingandassessmentwilllikelyshareagreatlydealoftheoreticalandpracticalcommonground.(Norris1998)Performanceassessmentinvolvesstudentsinperformingtasksthatreflectreal-lifesituationsandchallengesstudentstodemonstratewhattheyhavelearnedbyproducingaproductorperformance.Performanceassessmentsrequirelearnerstousepriorknowledgeandrecentlearningtoaccomplishtasksthatdemonstratewhattheyknowandcando.Thereisadirectlinksbetweeninstructionandassessment.AFive-stepPlanforSelectingAssessmentTasks1Establishwhattheteacher’sspecificinstructionalgoalsarebecauseitisimportantthatthechosenassessmenttaskactuallymatchestheinstructionaloutcome(s)itisdesignedtomeasure.2Identifythespecific,discipline-basedcontentareskillsthatstudentsareexpectedtoattainanddeterminewhetherthetaskadequatelyrepresentsorutilizesthem.3Insurethatthetaskisfairandfreeofbias,allowingstudenttodemonstratetheirtrueprogressandabilitieswithoutbeingdisadvantagedbysomeextraneouselementinthetask,lackofpriorknowledge,unequalaccesstoresourcesormaterials,andsoforth.4Decidewhichofthethreepossibleformsthetaskswilltake(thechoiceshoulddependmainlyonthetypeofskillsandcontentthatneedstobecovered:a.Authentic,real-worldtasks(whichhavetheadvantageofgeneratinggreatermotivationandofferinggreatertransferabilitythantraditionaltasks)b.Thankyou!个人观点供参考，欢迎讨论