思维导图-英文版

ChapterNine(Task-basedApproach,Task-basedLearning,orTask-basedInstruction)Task-basedLanguageTeaching 1.Definition 2.Whatistask? 3.Theoreticalbasis 4.Mainfeatures 5.Typesoftasks 6.Teachingprocedure 7.Learners&Teachersroles 8.Principles 9.Advantages&disadvantagesLookingbackActivity3:Discussthefollowingquestions:1.WhatisTask-basedLanguageTeaching?WhatarethefeaturesofTBLT?Mindmap:思维导图(脑图)Concept map(概念图)——鲁子问（2005）—谢忠平董亚男（2006）Fourdimensionsofteachingandlearningtasksrepresentedbythe“foureyes”:Involvement(参与),Inquiry(探究),Induction(归纳),Incorporation(整合).TBLTIncorporationInductionInquiryInvolvementlearningthenusinglearningbyusinglearningforusinglearningbydoingdoingthingswith(by)languageTask-basedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.Definition:任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。—陈琳王蔷程晓堂（2002：104-105）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。—转引自张琳琳（2004）thefeaturesofTask-basedLanguageTeaching—RodEllis1.TBLTofferstheopportunityfor“natural”learninginsidetheclassroom.2.Itemphasizesmeaningoverformbutcanalsocaterforlearningform.3.Itisintrinsicallymotivating.4.Itiscompatiblewithalearner-centerededucationalphilosophy.5.Itcanbeusedalongsideamoretraditionalapproach.任务型语言教学的特点:Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.强调通过交流来学会交际。2.Theintroductionofauthentictextsintothelearningsituation.将真实的语言材料引入学习的环境。3.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.关注语言的本身，也关注学习的过程。4.Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.把学习者个人的经历作为课堂学习的重要因素。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)Task-basedLanguageTeachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,suchlanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.However,ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.2.WhatistherelationshipbetweentheTBLTandTheCLT(similaritiesanddifferences)?3.Howdowedefinea“task”?Ataskisanactivitywhichrequireslearnerstouselanguage,withemphasisonmeaning,toattainanobjective.Bygate,Skehan&Swain(2001)Tasksareactivitieswherethetargetlanguageisusedbythelearnerforcommunicativepurposeinordertoachieveanoutcome.JaneWillis(1996)学习者为着某种交际目的而使用目的语并能获得某种结果的一种活动。 Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).(Richards,PlattandWeber1986:289)任务：人们在学习、理解、体会语言之后所开展的活动。Whatlearnersdowhentheyunderstand: drawingamapwhilelisteningtoatapelookatasetofpicturesanddecidewhatshouldbedonecompletingabankingapplication listeningtoaweatherforecastanddecidingwhattowearexchangingnamecardsrespondingtoapartyinvitationdescribingaphotographofone’sfamilyWecandefinea“task”fromthefollowingaspects:1.Ataskisagoaldirected.2.Ataskinvolvesaprimaryfocusonmeaning.3.Theparticipantschoosethelinguisticresourcesneededtocompletethetask.4.Ataskhasaclearlydefinedoutcome.—RodEllis1.Meaningisprimary.（意义是首要的）。2.Thereisacommunicativeproblemtobesolved.（有某个交际问题需要解决。）3.Thereissomesortofrelationshiptocomparablereal-worldactivities.（任务具有在现实生活中有发生的可能性。）4.Taskcompletionhassomepriority.（完成任务是首要考虑。）5.Theassessmentofthetaskisintermsofoutcomes.（根据任务的结果评估任务的执行情况。）——Skehan（1998）TASKPURPOSECONTEXTPROCESSOUTCOMEMEANINGCOMMUNICATIVEAUTHENICITYThecomponentsofatask：目标（Goals）信息输入（InputData)语言信息（Verbaldata）非语言信息（Non-verbaldata）活动（Activities）结果（Outcome)语言结果（Verbaloutcome）非语言结果（Non-verbaloutcome）Goal:ExchangingpersonalinformationInput:QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:MonitorandfacilitatortospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:ConversationalpartnerSetting:Classroom/pairwork—转引自张琳琳（2004）4.Whataredifferencesbetweentasksandexercises?tasksexercisesfocussituationoutcomelanguageerrorformmeaningnosituationreal-lifesituationcorrectformaccomplishmentoftaskpracticeofassignedformchoiceofformandcontentimmediatecorrectiondelayedcorrection5).Herearesomeactivitiesadoptedinthepresenttextbooks.Pleasecheckiftheyaretasks.Activity1:ListentoAlexisandJoe.Numberthepictures[1-3]Activity2:Listenagain.Fillintheblankswiththecorrectverbsfromthebox.——Goforit,8BP5Activity3:Onapieceofpaper,writeaboutyourlifeintenyears.Don’twriteyournameonthepaper.Putallthestudents’papertogether.Taketurnsreadingthepapers,Thenguesswhowrotethem.——Goforit,8BP6Activity4:ReadthelettertoAuntChen’scolumnandthenwritesomeadvice.——Goforit,8BP15Activity5:Lookatthepictures.ListenandcheckwhatLinglingcando.—NewStandardEnglish7AP8Activity6:Listenandchoosethecorrectpicture.—NewStandardEnglish7AP14Activity7:Lookatthepicturesandcompletethesentences.—NewStandardEnglish7AP12全日制普通高级中学英语教科书RevisedSEFC的编写依据1、2000年颁发的《全日制普通高级中学英语教学大纲(试验修订版）》2、2001年颁发的《全日制义务教育普通高级中学英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 （实验稿）》的精神(话题、任务型教学等）,其中词汇要求又参照了2003年4月最新颁发的《普通高中英语课程标准（实验）》的词汇 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf （初中1300—1500词；高中出口3000多词汇；目前大纲仍为2000词）—陈琳（2003）仍运用“话题＋结构+功能”的教材编写路子并融入“任务型教学”的教学理念.在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动。（如1.Writingane-mailmessage.2.Worktogetherwithyourpartneroragroupandseewhocanmakeupthebeststoryfromoneofthepicturesbelow.P151)编写原则:—陈琳（2003）RSEFCStudent’sBook1A:P9，13，14，15，16，18，19，28，29，35，39，43，48，54，60，70，77，84.6.Whatarethetwoapproachestousingtasks?WhichismoreworkableandpracticalintheChinesecontext?Thetwoapproachestousingtasksare:1.UsetaskstosupportaTypeAapproach. -task-supportedteaching(TypeA) -weakformofcommunicativelanguageteaching2.Usetasksasthebasisforteaching -task-basedteaching(TypeB) -strongformofcommunicativelanguageteaching7.WhatarethreeprincipalphasesinTBLTlessons?1.Pre-taskphase;2.While(Main,During)-taskphase;3.Post-taskphaseThreephasesinatask-basedlesson:IntroducetotopicandtaskTaskcycleTaskPlanningRepotLanguagefocusAnalysisPracticePre-taskWillis’modelfortask-basedinstruction(Willis,1996:127)Long1991 阶段 目标 典型技巧 Pre-task 重构句子、思维创建语言减轻认知压力 培养语言意识，准备、 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 Maintask 平衡、融合语言的准确度和流利度 选择任务、控制压力 Post-task1 关注语言的准确性鼓励语言重构 演示分析测试 Post-task2 综合、分析、演练 排序归类Pre-taskphase: Threepurposes:--toservetointroducenewlanguagethat learnerscanusewhileperformingthe task;--tomobilizeexistinglinguisticresources;--toeaseprocessingload,andtopushlearnerstointerprettasksinmore demandingways. Someoptions:Allowthestudentstimetoplan. Provideamodel Doasimilartask Pre-teachkeylinguisticitems Ongeneralcognitivedemandsofthetask对任务要求的总体感知 Anemphasisonlinguisticfactors关注语言因素 Supportinglearnersinperformingatasksimilartothetasktheywillperformintheduring-taskphaseofthelesson让学生做一些在后面完成任务时需要的准备工作 Non-taskpreparationactivities ---brainstorming大脑风暴 ---mindmap思维图While-taskphase:Someoptions: Participatorystructure参与方式:Whole-classvs.smallgroupwork;individualorinteraction Setatimeforcompletingthetask. Varythenumberofparticipants. Introduceasurpriseelement. Tellstudentstheywillhavetopresentareporttothewholeclass. pairandgroupworkareseenascentral totask-basedteaching;notalltasksareinteractiveAtthisstage,learnersareremindedthatfluencyisnottheonlygoalduringtaskcompletion,andthatrestructuringandaccuracyalsohaveimportanceTaskchoice:theappropriatedifficultylevel. toodifficult:excessivementalprocessing–tocommunicateanysortofmeaning:ellipsis,context,strategiesandlexicalizationwhichreducethepedagogicvalueofatask-basedapproach.2 tooeasy:boring,noseriousengagement–nogainintermsofstretchinginterlanguageorautomaticitydevelopment(Swain,1985)Thepost-taskphase:Threemajorpedagogicalgoals:--toprovideanopportunityforarepeatperformanceofthetask（提供再做任务的机会）--toencouragereflectiononhowthetaskwasperformed（反思任务是怎样完成的）--toencourageattentiontoform（关注语言的形式） Reviewingoflearnererrors反思错误 Consciousness-raisingtasks语法意识 Production-practiceactivities操练活动 Noticingaccuracy注意语言的准确Consciousness-raisingtasks Thereisanattempttoisolateaspecificlinguisticfeatureforfocusedattention就某一语法现象单独讲解 Thelearnersareprovidedwithdatathatillustratethetargetedfeatureoranexplicitruledescribingorexplainingthefeature给例子说明语法用法或对语法详细描述 Thelearnersareexpectedtoutilizeintellectualefforttounderstandthetargetedfeatures通过思考理解语法用法 Learnersmaybeoptionallyrequiredtoverbalizearuledescribingthegrammaticalstructure可以是学生口头表达 Todirectstudentstoattendexplicitlytoaspecificformtheyusedincorrectlyorfailedtouseatallinthemaintask补充不足Production-practiceactivities: Repetition 重复活动 Substitution 替换练习 Gappedsentences 填空练习 Jumbledsentences 打乱的句子 Transformationdrills 变换句型 Dialogues 对话Reflectingonthetask: Presentareportonhowtheydidthetaskandwhattheydecidedordiscovered–oralorwritten Summarytheoutcomeofthetask Reflectorevaluateoftheirownperformance(fluency,complicityoraccuracy) Metacognitivestrategies元认知策略(planning,monitoringandevaluating)8.DowehaveanydifficultyincarryingoutTBLTintheChinesecontext?a.Beginningwithproduction,TBLTmightweakentheinputandlanguageformpractice.b.Itisverydifficultforthedesignerstoselect,gradeandsequencethetasks scientifically.c.Itneglectsthedifferencesbetweendifferentcultures.TBLTplacesahighdemandontheteachersandclassroomconditions(theteachers’Englishproficiency;thebigsizeoftheclass;thelimitedclasstime;thelackoflanguagesituation;thetest-orientedlanguagelearning;theassessmentsystem).9.CanweuseTBLTalongsidesome“traditional”approaches(suchas3P)?2001年课标六个基本理念：（四）采用活动途径，倡导体验参与本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。即将颁布的修订课标：（四）强调学习过程，倡导体验参与现代外语教育理念注重语言学习的过程，提倡采用任务型语言教学等各种强调学习过程的语言教学途径和方法。——引自张献臣（2006）10.What’sourproperattitudetowardTBLT?We’dbetteracquireacompromiseviewpoint.AneclecticmethodcanbemoreworkableandpracticalintheChinesecontext.WeshouldadaptTBLTtoourconcreteconditions.Wecannotcopyitmechanically.TBLTisnottheonlyfeasiblewayfortheforeignlanguageteachinginourcountry.任务型教学代表了西方重视输出的语言学习文化，其引进和倡导对改变我国传统的英语课堂教学具有重要的借鉴意义。同时还应看到，我国特有的将英语作为外语来学的语言学习环境和条件，与西方国家许多英语学习者将英语作为第二语言来学的特定环境和条件有许多不同，加上任务型教学本身的问题和局限，我们对任务型教学的借鉴应该抓住其本质与合理内核，促进其与我国传统外语教学方式相互取长补短，而不是形式上的盲目模仿。——魏永红（2004：163）“张思忠教学法”、“三文治故事教学法”、“全息全感儿童英语教学法”、“逆向教学法”、“情感教学法”、“愉快教学法”、“兴趣教学法”、“连贯式教学法”、“M7英语听说教学法”、“讨论式教学法”、“听说领先教学法”、“新范文教学法”、“大学英语口语层次教学法”、“联想式教学法”、“赏析教学法”、“英语十字教学法”、“一字法”、“双向法”、“三维法”、“四会法”、“五步法”、“逆向英语学习法”、“五步双重活动英语教学法”、“二十四字立体英语教学法”、“三十二字双脑英语教学法”、“四要点英语教学法”、“字母、音素、音标三位一体教学法”、“直呼式韵律英语教学法”、“简笔画情景教学法”、“神奇美语一字教学法”、“四位一体教学法”、“疯狂英语”等等。（32种教学法）（常俊跃，2006：2）Activity4:ThestudentscomparetwoinstructionaldesignsintheTBLTframeworktodecidewhichisbetterandtellthereason.Activity5:IngroupsthestudentspresenttheirteachingdesignsbasedonTBLT;therestofclasscommentthepresentations.END