《语言教学的流派》笔记(共84页).doc
《《语言教学的流派》笔记(共84页).doc》由会员分享,可在线阅读,更多相关《《语言教学的流派》笔记(共84页).doc(84页珍藏版)》请在得力文库 - 分享文档赚钱的网站上搜索。
1、精选优质文档-倾情为你奉上Task-Based Language TeachingDefinitionTask-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.The relationships between TBLT and Communicative Language Teaching (CLT)Task-based language teachin
2、g: a logical development of CLT formed part of the communicative language teaching movement from the 1980s.Eg: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 meanin
3、gful to the learner supports the learning process The role of tasks has received further support from some researchers in second language acquisition (SLA), who are interested in developing pedagogical applications of SLA. Task is regarded as the potential building blocks of SLA instruction. SLA res
4、earch has focused on the strategies and cognitive process employed by second language learners Language learning is believed to depend on immersing students not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communicatio
5、n. The key assumptions of task-based instruction are summarized by Feez(1998:17) as :The focus is on process rather than procedure. Basic elements are purposeful activities and tasks that emphasize communication and meaning. Learner learn language by interacting communicatively and purposefully whil
6、e engaged in the activities and tasksActivities and tasks can be either: those that learners might need to achieve in real life; those that have a pedagogical purpose specific to the classroom. Activities and tasks of a task-based syllabus are sequenced according to difficulty. The difficulty of a t
7、ask 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 degree of support availablewhat is “task” ?A task is an activity or goal that is carried out using language, such as finding a solution
8、 to a puzzle, reading a map, and giving directions, making a telephone call etc. Nunan (1989:10) offers this definition: the task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally
9、focused on meaning rather than form. And also have a sense of complexity. “Task” first appeared in the vocational training practices of the 1950s. Task focus here first derived from training design concerns of military regarding new military technologies and occupational specialties of the period. T
10、ask analysis initially focus on solo psychomotor tasks for which little communication or collaboration was involved, and largely manual tasks were translated into training tasks.Task-based training identified several key areas of concern:Analysis of real world task-use situationsThe translation of t
11、hose into teaching task descriptionsThe detailed design of instructional tasksThe sequencing of instructional tasks in classroom training/teachingFour major categories of team performance function in task-based instructionOrientation function: process for generating and distributing information nece
12、ssary to task accomplishment to team membersOrganizational function: process necessary for members to coordinate actions necessary for performanceAdaption function: process occurring as a team members adapt their performance to each other to complete the task Motivational function: defining team obj
13、ectives and “energizing the group to complete the taskWhat is academic task? The academic task is the mechanism through which the curriculum is enacted for students (Doyle 1983: 161) Academic tasks are defined as four important dimensions:The products students are asked to produceThe operations they
14、 are required to use in order to produce these productsThe cognitive operations required and resources availableThe accountability system involved Definition of a Task Prabhu: a task is “ an activities which requires learners to arrive at an outcome from given information through some process of tho
15、ught, and which allows teachers to control and regulate that process.” Crookes : a task is “ a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research.”Willis (1996) proposes six task types built on m
16、ore or less traditional knowledge hierarchies.listing(列举型任务)work in groups: for a healthy lifestyle, what you should do and shouldnt do. make a list (brainstorming, fact-finding)ordering and sorting(排序与分类型任务) In the lesson of How to make a milk shake?, disturb the main process, then rearrange them a
17、ccording to the actual ordercomparing (比较型任务)What things are the same at Spring Festival and Christmas Day? What things are different?problem solving(解决问题型任务)think of three low budget solutions to the problem of looking after a cat when the family is absent. sharing personal experiences(分享个人经验型任务) A
18、fter students plant trees, ask them to talk about the significance of planting trees.creative tasks (创造型任务)work in groups: ask students to discuss their ideal bedroom, and make a sketch, with there be pattern.Pica, Kanagy and Falodun (1993) classify tasks according to the type of interaction that oc
19、curs in task accomplishment. Jigsaw tasks(拼图式任务):These involve learners combining different pieces of information to form a whole.Information-gap tasks(信息差型任务):one set of information-a complementary set of information-negotiate and find out-complete an activity Problem-solving tasks (解决问题型任务): Stude
20、nts are given a problem and a set of information. They must arrive at a solution to the problem.Decision- making tasks(选择决定型任务):Students are given a problem for which there are a number of possible outcomes and they must choose one through negotiation and discussion.Opinion exchange tasks(交换观点型任务):
21、Learners engage in discussion and exchange of ideas. They do not need to reach agreement. Other characteristics of tasks have also been describedone-way or two-way: whether the task involves a one-way exchange of information or two-way exchange.convergent or divergent: whether the students achieve a
22、 common goal or several different goals. collaborative or competitive: whether the students collaborate to carry out a task or compete with each other on a task. single or multiple outcomes: whether there is a single outcome or many different outcomes are possible. concrete or abstract language: whe
23、ther the task involves the use of concrete language or abstract language.simple or complex processing: whether the task requires relatively simple or complex cognitive processing. simple or complex language: whether the linguistic demands of the task are relatively simple or complex. reality-based o
24、r not reality-based: whether the task mirrors a real-world activity or is a pedagogical activity not found in the real world.teacher rolesA central role of the teacher is in selecting, adapting ,and /or creating the tasks themselves and then forming these into an instructional sequence in keeping wi
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 语言教学的流派 语言 教学 流派 笔记 84
限制150内