任務(wù)型語言教學(xué)省公開課一等獎全國示范課微課金獎?wù)n件

Task-BasedLanguageTeaching

任務(wù)型語言教學(xué)

人民教育出版社龔亞夫1/78Task-BasedLanguageTeaching

任務(wù)型語言教學(xué)

1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessment&TBLT

2/78TheoreticalBackgroundofTBLTLanguageAcquisitionResearchSocialconstructivistmodelofteaching-learningprocessAAAcurriculumtheory3/78Whatislanguageacquisition?Thelearninganddevelopmentofaperson’slanguage.ThelearningofanativeorfirstlanguageiscalledFIRSTLANGUAGEACQUISITION,andofasecondorforeignlanguage,SECONDLANGUAGEACQUISITION.Theterm“acquisition”isoftenpreferredto“l(fā)earning”becausethelatterissometimeslinkedtoabehaviouristtheoryoflearning4/78SecondLanguageAcquisitionResearch“Practicemakesperfect”doesnotalwaysapplytolearninggrammar.They(students)oftenfailtouseitcorrectlywhenexpressingthemselvesfreely.Thistemporarymasteryseemstohappenwhentheyarepayingconsciousattentiontoform,butnotwhentheyaretryingtocommunicateandpayingattentiontomeaning.JaneWillis5/78

依據(jù)語言習(xí)得規(guī)律

1.語法知識記憶不能確保語言使用正確Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.

DavidNunan(1999)6/782.

語言知識加交際機(jī)會比僅僅講語法更能提升學(xué)生使用語言流利程度與語法準(zhǔn)確度Grammar+opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.

Montgomery&Eisenstein

(1985)(1985年作了一個試驗，試驗組教語法，但課外有實踐機(jī)會。另一組只講語法。結(jié)果試驗組交際能力強(qiáng)。而語法測試成績也比單講語法班好，即使他們學(xué)語法少。）7/783.學(xué)習(xí)者參加與語言熟練程度提升關(guān)系極大Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.

Lim(1992)8/784.基本上以“交際”為導(dǎo)向課堂教學(xué)，但同時也有明確語法講解，要比只重視語法教學(xué)或回避語法講解沉醉式教學(xué)都更加好Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.9/785.當(dāng)學(xué)習(xí)者主動地參加用目標(biāo)語進(jìn)行交際嘗試時，語言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行任務(wù)使他們當(dāng)前語言能力發(fā)揮至極點時，習(xí)得也擴(kuò)展到最正確程度Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.10/78FourconditionsoflanguagelearningExposure(rich,comprehensibleinput,languageinuse)Use(ofthelanguagetodothings,exchangemeanings)Motivation(toprocessandusetheexposure:listen&readthelanguage;speakandwriteit)Instruction(chancestofocusonform)11/78建構(gòu)主義理論知識是由個人自己建構(gòu)，而不是由他人傳授。這種建構(gòu)發(fā)生在交往環(huán)境中，是社會互動結(jié)果。1重視學(xué)生主體作用，提供語料和語境。不令其直達(dá)結(jié)果2幫助學(xué)生了解任務(wù)意義和目標(biāo)3形成控制自己行為意識、信心和能力4創(chuàng)造適宜心理環(huán)境12/78LearnerslearnwhatismeaningfultothemLearnerslearninwaysthataremeaningfultothemLearnerslearnbetteriftheyfeelincontrolofwhattheyarelearningLearningiscloselylinkedtohowpeoplefeelaboutthemselvesLearningtakesplacesinasocialcontextthroughinteractionwithotherpeople13/78Constructivisitmodeloftheteachingandlearningtheory自我---每個人關(guān)注點不一樣自擇---個性、學(xué)習(xí)策略、做事方式不一樣自主---控制進(jìn)度、學(xué)習(xí)目標(biāo)、學(xué)習(xí)材料自信---自我感覺（self-concept)，自信心互動---（interaction)14/78互動作用能夠大量增加語言輸入能夠模擬真實交際情景能夠使學(xué)生學(xué)會創(chuàng)造性地使用語言15/78WhatisTask-BasedLanguageTeaching

Focusesontheconstruction,sequencing,andevaluationofparticulargoal-relatedactioncomplexesthatlearnerscarryouteitherbythemselvesorjointly.(Candlin&Murphy1987;Nunan1989)16/78

Thetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.（香港中小學(xué)英語綱領(lǐng)）17/78Whataretasks?

Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)

任務(wù)是人們在日常生活中所從事

有目標(biāo)活動。18/78paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybooktakingadrivingtestmakinganairlinereservationwritingacheckfindingastreetdestination,Whatpeopledoineverydaylife:TASKS19/781.任務(wù)是有非常明確目標(biāo)活動Apieceofworkoranactivity,usuallywithaspecificobjective,undertakenaspartofaneducationalcourse,atwork,orusedtoelicitdataforresearch.(Crookes,1986)Tasksareactivitieswhichhavemeaningastheirprimaryfocus.20/782.任務(wù)與人們?nèi)粘Ｉ钫Z言活動相同Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksaregenerallybearsomeresemblancetoreal-lifelanguageuse.21/783.學(xué)習(xí)者了解，利用所學(xué)語言進(jìn)行交流課堂活動Thecommunicativetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.DavidNunan(1989)

22/784。任務(wù)應(yīng)該有一個結(jié)果Ataskshouldhaveanon-linguisticoutcome.Successinthetaskisevaluatedintermsofachievementofanoutcome.23/78任務(wù)就是人們在日常生活、工作、娛樂活動中所從事各種各樣有目標(biāo)活動。所謂任務(wù)型語言教學(xué)，其關(guān)鍵思想就是要模擬人們在社會、學(xué)校生活中人們利用語言所從事各類活動，把語言教學(xué)與學(xué)習(xí)者在今后日常生活中語言應(yīng)用結(jié)合起來。任務(wù)型語言教學(xué)把人們在社會生活中所做事情細(xì)分為若干非常詳細(xì)“任務(wù)”，并把培養(yǎng)學(xué)生具備完成這些任務(wù)能力作為教學(xué)目標(biāo)。24/78狹義任務(wù)派什么不是任務(wù)：Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.25/78Role-playactivitiesVeryofteninrole-playsituationsthereisnoactualoutcomeforstudentstoachieve,otherthantoenacttheirroles.Studentshavetothinkofsuitablethingstosaytoeachother,buttheyareunlikelytobeexchangingrealmeaning.JaneWillis26/78課堂任務(wù)示例：

listeningtoaweatherforecastanddecidingwhattowear任務(wù)結(jié)果：Thelearnerwilllistentoaweatherforecastandidentifythepredictedmaximumtemperaturefortheday.練習(xí)結(jié)果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.

27/78Theessentialdifferencebetween

taskandexerciseTaskTaskhasanonlinguisticoutcomeExercise

Anexercisehasalinguisticoutcome

任務(wù)活動與語言練習(xí)有著本質(zhì)區(qū)分。任務(wù)活動所尋求效果不是一個機(jī)械語言訓(xùn)練。任務(wù)是為了到達(dá)某個目地而做事情。任務(wù)往往有一個非語言結(jié)果。而語言練習(xí)則只注意語言形式準(zhǔn)確。

28/78Successinthetaskisevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Atask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing---itisprimarilyengaginginmeaningthatthelearner’ssystemisencouragedtodevelop.(LongandCrooks1993)29/78廣義任務(wù)派EnablingtasksTheyactassupportforcommunicationtasks.Theirpurposeistoprovidestudentswiththenecessarylinguistictoolstocarryoutacommunicationtask.Theycanbeasmeaningfulaspossible,theirmainfocusisonlinguisticaspects(grammar,vocabulary,pronunciation,functions,discourse)ratherthanonmeaning.Theyareovertlanguagelearningexperiences,whoseaimistoenablestudentstocommunicateassmoothlyandeffectivelyaspossible.30/78Sometypesofclassroomworkthatmaybeclassifiedasenablingtaska.Presentationofnecessarynewlanguage(functions,grammar,vocabulary,phonology,discoursefeaturescheckingthatthenewlanguagehasbeenunderstoodb.Controlledpre-communicationpracticeorawareness-raisingtasksusuallyfocusedonaccuracy31/78CommunicationTasksAcommunicationtaskisapieceofclassroomworkduringwhichlearners’

attentionisprincipallyfocusedonmeaningratherthanform,thatisonwhatisbeingexpressedratherthanonthelinguisticformsusedforexpressingit.Asfaraspossible,resemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.32/78廣義任務(wù)定義Ataskisanactivitythatlearnersengageinfurthertheprocessoflearningalanguage.WilliamsandBurden(1997)

33/78WhydoweuseTBLT?Thetaskswillengagestudents,challengethem,andallowforcontingentinteraction.AccordingtoCsikszetmihalyi(1993:xiv)Theyhaveconcretegoalsandmanageablerules.Theymakeitpossibletoadjustopportunitiesforactiontoourcapacities.Theyprovideclearinformationabouthowwellwearedoing.Theyscreenoutdistractionsandmakeconcentrationpossible34/78MeaningandformThemeaningversusform(orfluencyversusaccuracy)debateisnolongeradiscriminatingfactoramongteachingapproachesbecausemeaningandformareassumedtobeessentialforlearning(e.g.,Long,1991;Long&Robinson,1998).35/78Asuccessfulpedagogicaltask:

(a)focusesstudents’attentiononthestructureofthelanguagebydemonstratingthatlanguageformcontributestomeaning,(b)motivateslearnerstoheightenthecomplexityofthelinguisticmeanstheyusetoaccomplishtaskobjectives.36/78Asuccessfultasksequenceleadslearnersto:(a)communicatewithlimitedresources,(b)becomeawareofapparentlimitationsintheirknowledgeaboutlinguisticstructuresthatarenecessarytoconveythemessageappropriatelyandaccurately,andfinally,(c)lookforalternativestoovercomesuchlimitations.37/78Fourdimensionsofteachingandlearningtasksrepresentedbythe“foureyes”involvement參加inquiry探究induction歸納incorporation合作38/78Thecomponentsofatask目標(biāo)（Goals）信息輸入（InputData)

語言信息（

Verbaldata）

如：adialogue,readingpassage,etc.

非語言信息（Non-verbaldata）

如：picture,etc.活動（Activities）39/78任務(wù)型語言教學(xué)特點1.強(qiáng)調(diào)經(jīng)過交流來學(xué)會交際Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.2.將真實語言材料引入學(xué)習(xí)環(huán)境Theintroductionofauthentictextsintothelearningsituation.40/783.關(guān)注語言本身，也關(guān)注學(xué)習(xí)過程Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.4.把學(xué)習(xí)者個人經(jīng)歷作為課堂學(xué)習(xí)主要原因Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.41/785.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.試圖把課內(nèi)語言學(xué)習(xí)與社會語言活動結(jié)合起來。(DavidNunan1991)42/78SomecharacteristicsoftasksTasksareactivitiesinwhichstudentsworkpurposefullytowardsanobjectiveTheobjectivemaybeonethattheyhavesetforthemselvesoronewhichhasbeensetbytheteacherTheobjectivemaybelanguagefocused,e.g.todiscoveraruleofgrammarorcompleteanexercise,orcontent-focused,e.g.tocarryoutaprojectorreachadecisionthroughdiscussion

43/78Taskmaybecarriedoutindividuallyor(moreoften)ingroupsTaskmaybecarriedoutincompetitionwithothersor(moreoften)incollaborationTheoutcomemaybesomethingconcrete(e.g.areportorepresentation)orsomethingintangible(e.g.aagreementorthesolutiontoaproblem44/78ThreePedagogicalGoalsforTask-basedApproachesAccuracy準(zhǔn)確程度Accuracyconcernshowwelllanguageisproducedinrelationtothetargetlanguage

45/78Complexity綜合程度Complexityconcernstheelaborationorambitionofthelanguagewhichisproduced.Howfardolearnersrelyonprefabricatedphrasesandestablishedroutines,andhowfardotheyneedtoexpandtheirlanguageresourcestomeetthecommunicativechallenge?46/78Fluency流利程度Fluencyconcernsthelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation.Itislikelytorelyuponmorelexicalizedmodesofcommunication,asthepressureofrealtimespeechproductionaremetonlybyavoidingexcessiverule-basedcomputation(skehan1994)47/78Principles:Theauthenticityprinciple

言語、情境真實性標(biāo)準(zhǔn)Thelinguisticdatathatlearnersworkwithareauthentic.Therelationshipbetweenlinguisticformandcommunicativefunctionarecleartothelearner.任務(wù)設(shè)計要提供給學(xué)習(xí)者明確、真實語言信息。學(xué)習(xí)者應(yīng)該清楚語言形式和語言功效之間關(guān)系。使學(xué)習(xí)者在一個自然、真實或模擬真實情境中體會語言、掌握語言應(yīng)用。48/78Theform-functionprinciple

形式-功效性標(biāo)準(zhǔn)Teachinglanguageinwaysthatmakeformandfunctionrelationshipstransparent任務(wù)設(shè)計重視形式和語言功效結(jié)合。意在使學(xué)習(xí)者掌握語言形式同時，培養(yǎng)其自我把握語言功效能力；每一階段任務(wù)設(shè)計都含有一定導(dǎo)入性，學(xué)生在學(xué)習(xí)語言形式基礎(chǔ)上，經(jīng)過系列任務(wù)訓(xùn)練，能夠自己進(jìn)行推理和演繹，從而了解語言功效，并在交際中進(jìn)行真實利用。49/78Thetaskdependencyprinciple

任務(wù)相依性標(biāo)準(zhǔn)Aseriesoftasksinalessonorunitofworkformsakindofpedagogicalladder,eachtaskrepresentingarungontheladder,enablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.學(xué)習(xí)單元中任務(wù)設(shè)計由簡到繁，由易到難，層層深入，并形成由初級任務(wù)向高級任務(wù)以及高級任務(wù)涵蓋初級任務(wù)循環(huán)。在語言技能方面，遵照先聽、讀，后說、寫設(shè)計次序，使教學(xué)階梯式地層層遞進(jìn)。

50/78Learningbydoing

做中學(xué)標(biāo)準(zhǔn)Learningbydoingmotivatesstudentstofulfilltheirpotential.Learnersmasterthelanguagebyusingitcommunicativelyintheclassroom,althoughtheystillhavetolearngrammarandmemorizevocabulary.自始至終引導(dǎo)學(xué)生經(jīng)過完成詳細(xì)任務(wù)活動來學(xué)習(xí)語言，讓學(xué)生為了特定學(xué)習(xí)目標(biāo)去實施特定語言行動，經(jīng)過完成特定交際任務(wù)來取得和積累對應(yīng)學(xué)習(xí)經(jīng)驗。51/78Goodlearningtasksshould:1enablelearnerstomanipulateandpracticespecificfeaturesoflanguage2allowlearnerstorehearse,inclass,communicativeskillstheywillneedintherealworld3activatepsychological/psycholinguisticprocessesoflearning4besuitableformixedabilitygroups5involvelearnersinsolvingaproblem,comingtoaconclusion52/786bebasedonauthenticornaturalisticsourcematerial7involvelearnersinsharinginformation8requiretheuseofmorethanonemacroskill9allowlearnerstothinkandtalkaboutlanguageandlearning10promoteskillsinlearninghowtolearn11haveclearobjectivesstatingwhatlearnerswillbeabletodoasaresultoftakingpartinthetask12utilizethecommunityasaresource53/7813givelearnersachoiceinwhatwaytheydoandtheorderinwhichtheydoit.14involvelearnersinrisk-taking15requirelearnerstorehearse,rewriteandpolishinitialefforts16enablelearnerstoshareintheplanninganddevelopmentofthetask17havebuiltintothemameansofevaluatingthesuccessorotherwiseofthetask#54/78TaskAnalysisDeterminetheobjectives:

Determiningthefinaltaskssoearlyintheplanningprocessisthecrucialandmoststrikingfactoroftheframework.Everythingtobedoneintheunitwillderivefromthefinaltasks.Thisway,wecanreallysaythatitisthetaskstobecarriedoutattheendoftheunitthatgeneratethelanguagetobeused(learntorrecycled)anddeterminetheprocedurestobefollowed.

55/78Twoprimarypurposesforconductingataskanalysis:1)todevelopinstructionortrainingtosupportthelearningoftasksidentifiedbythetaskanalysis;2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25)56/78ThreeTypesofTasks

三種任務(wù)Real-world/TargetTasks目標(biāo)性任務(wù)PedagogicalTasks課程目標(biāo)任務(wù)Classroomtasks教學(xué)任務(wù)57/78PedagogicalTasks

CurriculumobjectivesMoredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.Strategicobjectives58/78Curriculumandtextbooks依據(jù)課程目標(biāo)制訂分解任務(wù)目標(biāo)依據(jù)分解任務(wù)目標(biāo)制訂分年紀(jì)目標(biāo)依據(jù)分年級目標(biāo)制訂教科書分冊和分單元目標(biāo)。59/78PlanningthefinaltasksFinaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.

60/78FinaltasksinwhichthestudentsintheclassroominteractThereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybody’sbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyon‘whodoesthehouseworkathome?’

61/78Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10)62/78Categoriesoflearnedcapabilities(orobjectives):

Intellectualskills–subdividedintodiscriminations,concepts,andrulesProblemsolving–combiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategies–skillsinmanagingone’slearningandthinkingprocessesVerbalinformation–memorizationoffactsandbodiesofinformationMotorskills–executingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudes–anemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”)63/78Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.64/78課堂任務(wù)設(shè)計

1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuch information3Providethemwithreadymadetext exemplifyingasituation

65/78任務(wù)能夠來自各個方面Taskscanhavevarietyofstartingpoint.Theymaydrawonlearners’owninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.66/78PlanningclassroomworkThreefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands67/78Tasktrainingsequencedescribetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcues68/78teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse

(Miller,1962)(p41)69/78

Taskfunction:任務(wù)型語言教學(xué)功效：

toprovideapurposeforaclassroomactivity

為課堂活動提供詳細(xì)、清楚目標(biāo)

tomakelanguageteachingmorecommunicative使語言教學(xué)更含有交際性

70/78Tasktypes任務(wù)類型Closedtaskonesinglecorrectanswer orarestrictednumberof correctanswersOpentasknosinglecorrectanswerCoretaskExtendedtask71/78PerformanceAssessmentandTask-BasedLanguageTeachingAlearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceex