1、(TBLT任务型教学法),Task-Based Language Teaching,Definition of Tasks Background Approach Design Procedure Conclusion,Definition of Tasks1. The notion of tasks is a central unit of planning and teaching.(P224) 2. Nunan offers the communicative task.(P224) 3. Breen gives a very broad descreption of task(P233
2、) 4. Prabhu offers the definition(P233) 5. Crooks offers the definition(P233),什么不是任务,Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here
3、using the forms Do you like? Yes, I do/ No, I dont. where there is no outcome or purpose other than practice of pre-specified language,Background,Definition of TBLT TBLT refers to approach based on the use of tasks as the core unit of planning and instruction in language teaching. The task-based app
4、roach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.,在英语课堂教学中让学生用英语完成各种真实的生活、学习、工作等任
5、务，将课堂教学的目标真实化、任务化，从而培养其运用英语的能力.”,Some of its proponents(e.g. Willis 1996) present it as a logical development of CLT.It draws on several principles that formed part of the CLT movement from the 1980s.,Task-based language teaching was first invented by an English linguist Allwright in the 1970s, popu
6、larized abroad in the 1980s, and introduced into China in the 1990s.TBLT was popularized by N. Prabhu（普拉布） while working in Bangalore, Indiacitation needed. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguisti
7、c questions.,Two early applicationsMalaysian Communicational Syllabus(1975) Bangalore Project(Beretta and Davies 1985; Prabhu 1987; Beretta 1990),Bangalore ProjectPrabhu(普拉布)在印度邦加罗尔进行了一个加强交际法观点的实验(Bangalore Project),他提出了许多任务类型,并把学习内容编成一个个交际任务,让学生通过完成任务进行学习。,The role of tasks has received further sup
8、port from some researchers in SLA.In the mid-1980s researchers turned to tasks as SLA tools and an interest in tasks as potential building blocks of second language instruction emeraged.,Key assumptions of TBLT summarized by Feez (p 224)TBLT has gained considerable attention within applied linguisti
9、cs because of its links to CLT methodology and support from some prominent SLA theorists.,The history of the use of tasks(P225)The process of task analysis outlined by Smith.Key areas of concern in task-based trainingFunctions of team tasksAcademic tasks(P226),Approach,Theory of language 1. Language
10、 is primarily a means of making meaning. 2. Multiple models of language inform TBI.a. structional criteria.b. functional classificationsc. interactional dimensions,3. Lexical units are central in language use and language learning.4. “Conversation“ is the central focus of language and the keystone o
11、f language acquisition.,Theory of learning,1. Tasks provide both the input and output processing necessary for language acquisition. 2. Task activity and achievement are motivational. 3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.,Design,ObjectivesGoals
12、in TBLT are ideally to be determined by the specific needs of particular learners. Selections of tasks, according to Long and Crooks, should be based on a careful analysis if the real-world needs of learners. The ability to communicate accurately and effectively in the most common English-language a
13、ctivities they may be involved in.,Syllabus,The conventional syllabus:Language structuresFunctions Topics and themesMacro-skills (reading, writing, listening, speaking)CompetenciesText typesVocabulary targets,Nunan suggests that a syllabus might specify two types of tasks:1. real-world tasks -using
14、the telephone 2. pedagogical tasks-information-gap task,Bangalore Project: ten task types1. Diagrams and formations 2. Drawing 3. Clock faces 4. Monthly calendar 5. Maps 6. School timetables 7. Programs and itineraries 8. Train timetable 9. Age and year of birth 10. Money,Honeyfield: considerations
15、of the ordering of tasks1. Procedures 2. Input text 3. Output requiresa) Language itemsb) Skillsc) World knowledged) Text handling 4. Amount and type of help given 5. Role of teachers and learners 6. Time allowed 7. Motivation 8. Confidence 9. Learning styles,Types of learning and teaching activitie
16、s,Willis proposes six task types built on more or less traditional knowledge hierarchies.1. listing 2. ordering and sorting 3. comparing 4. problem solving 5. sharing personal experiences 6. creative tasks,Pica, Kanagy, and Falodun give the classification:1. Jigsaw tasks 2. Information-gap tasks 3.
17、Problem-solving 4. Decision-making tasks 5. Opinion exchange tasks,Other characteristics of tasks:1. one-way or two-way 2. convergent or divergent 3. collaborative or competitive 4. single or multiple outcomes 5. concrete or abstract language 6. simple or complex processing 7. simple or complex lang
18、uage 8. reality-based or not reality-based,Learner roles:Group participantMonitorRisk-taker and innovator,Teacher roles: Selector and sequencer of tasks Preparing learners for tasks Consciousness-raising,The role of instructional materials:1. Pedagogic materials2. RealiaNewspapersTelevisionInternet,
19、Procedure,Needs analysis identified target tasks the students needed to be able to carry out in English, including:basic social survival transactionsface-to-face informal conversationstelephone conversationsinterviews on campusservice encounters,The following format was developed for each role-play
20、task:Pretask activitiesTask activityPosttask activities,1. 前任务教师引入任务，使学生对任务有整体感知。引入形式可以是：1）提供一个示范2）让学生观察完成任务的模式3）完成一个简单的任务4）准备相应的背景材料,2.任务环 （学生运用目的语完成任务）1）学生进行pair work 或group work 或class work 来完成各种任务（教师监督、鼓励、不纠错）；2）各组学生准备汇报完成任务的情况（口头或书面，教师适当指导）；3）各小组向全班或互相交换口头、书面报告（教师评价各组任务完成情况）。,3.后任务听录音，学生进一步学习，巩
21、固掌握任务完成过程所运用的语言点。,Willis recomends a similar sequence of activities:Pretask (Introcution to topic and task)The task cycle:Task; Planning; Report; Posttask listeningThe language focus(Analysis; Practice),任务型语言教学的特点,1. An emphasis on learning to communicate through interaction in the target language.
22、强调通过交流来学会交际2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境,3. Provision of opportunities for learners to focus, not only on language, but also on the learning process itself.关注语言的本身，也关注学习的过程4. An enhancement of the learners own personal experiences as important co
23、ntributing elements to classroom learning.把学习者个人的经历作为课堂学习的重要因素,5. An attempt to link classroom language learning with language activation outside the classroom. 试图把课内的语言学习与社会的语言活动结合起来。,Conclusion Advantages:1. It is more student-centered, allows for more meaningful communication, often provides for
24、practical extra-linguistic skill building and further motivates them in their language learning.以学生为中心，允许更有意义的交流，提供建立超语言技能，激发学生学习语言。2. It promotes language acquisition through the types of language and interaction they require.,Disadvantages1. Students will stay within the narrow confines of familia
25、r words and forms, just “getting by“. 2. In group tasks, some students can “hide“ and rely on others to do the bulk of the work and learning. 3.The new learning elicited may yet be lost if the lesson did not include sufficient planning. 4.Another challenge is the difficulty of implementing task-based teaching where classes are large and space limited and/or inflexible.,Thank you!,
