《语言教学的流派》笔记.docx

《语言教学的流派》笔记.docx

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《语言教学的流派》笔记

Task-BasedLanguageTeaching

Definition

Task-BasedLanguageTeaching（TBLT）referstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.

TherelationshipsbetweenTBLTandCommunicativeLanguageTeaching（CLT）

Task-basedlanguageteaching:

•alogicaldevelopmentofCLT

•formedpartofthecommunicativelanguageteachingmovementfromthe1980s.

Eg:

◎Activitiesthatinvolverealcommunicationareessentialforlanguagelearning◎Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning◎Languagethatismeaningfultothelearnersupportsthelearningprocess

•Theroleoftaskshasreceivedfurthersupportfromsomeresearchersinsecondlanguageacquisition（SLA）,whoareinterestedindevelopingpedagogicalapplicationsofSLA.

•TaskisregardedasthepotentialbuildingblocksofSLAinstruction.

•SLAresearchhasfocusedonthestrategiesandcognitiveprocessemployedbysecondlanguagelearners

•Languagelearningisbelievedtodependonimmersingstudentsnotmerelyin“comprehensibleinput”butintasksthatrequirethemtonegotiatemeaningandengageinnaturalisticandmeaningfulcommunication.

Thekeyassumptionsoftask-basedinstructionaresummarizedbyFeez（1998:

17）as:

Thefocusisonprocessratherthanprocedure.Basicelementsarepurposefulactivitiesandtasksthatemphasizecommunicationandmeaning.Learnerlearnlanguagebyinteractingcommunicativelyandpurposefullywhileengagedintheactivitiesandtasks

Activitiesandtaskscanbeeither:

thosethatlearnersmightneedtoachieveinreallife;thosethathaveapedagogicalpurposespecifictotheclassroom.Activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty.

Thedifficultyofataskdependsonarangeoffactorsincludingthepreviousexperienceofthelearner,thecomplexityofthetask,thelanguagerequiredtoundertakethetask,andthedegreeofsupportavailable

whatis“task”?

Ataskisanactivityorgoalthatiscarriedoutusinglanguage,suchasfindingasolutiontoapuzzle,readingamap,andgivingdirections,makingatelephonecalletc.Nunan（1989:

10）offersthisdefinition:

thetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Andalsohaveasenseofcomplexity.

•“Task”firstappearedinthevocationaltrainingpracticesofthe1950s.Taskfocusherefirstderivedfromtrainingdesignconcernsofmilitaryregardingnewmilitarytechnologiesandoccupationalspecialtiesoftheperiod.Taskanalysisinitiallyfocusonsolopsychomotortasksforwhichlittlecommunicationorcollaborationwasinvolved,andlargelymanualtasksweretranslatedintotrainingtasks.

Task-basedtrainingidentifiedseveralkeyareasofconcern:

Analysisofrealworldtask-usesituations

Thetranslationofthoseintoteachingtaskdescriptions

Thedetaileddesignofinstructionaltasks

Thesequencingofinstructionaltasksinclassroomtraining/teaching

Fourmajorcategoriesofteamperformancefunctionintask-basedinstruction

Orientationfunction:

processforgeneratinganddistributinginformationnecessarytotaskaccomplishmenttoteammembers

Organizationalfunction:

processnecessaryformemberstocoordinateactionsnecessaryforperformance

Adaptionfunction:

processoccurringasateammembersadapttheirperformancetoeachothertocompletethetask

Motivationalfunction:

definingteamobjectivesand“energizingthegroup’tocompletethetask

Whatisacademictask?

•Theacademictaskisthemechanismthroughwhichthecurriculumisenactedforstudents（Doyle1983:

161）

•Academictasksaredefinedasfourimportantdimensions:

◎Theproductsstudentsareaskedtoproduce

◎Theoperationstheyarerequiredtouseinordertoproducetheseproducts

◎Thecognitiveoperationsrequiredandresourcesavailable

◎Theaccountabilitysysteminvolved

DefinitionofaTask

◆Prabhu:

ataskis“anactivitieswhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.”

◆Crookes:

ataskis“apieceofworkoranactivity,usuallywithaspecifiedobjective,undertakenaspartofaneducationalcourse,atwork,orusedtoelicitdataforresearch.”

Willis（1996）proposessixtasktypesbuiltonmoreorlesstraditionalknowledgehierarchies.

listing（列举型任务）

workingroups:

forahealthylifestyle,whatyoushoulddoandshouldn'tdo.makealist

（brainstorming,fact-finding）

orderingandsorting（排序与分类型任务）

Inthelessonof"Howtomakeamilkshake?

",disturbthemainprocess,thenrearrangethemaccordingtotheactualorder

comparing（比较型任务）

WhatthingsarethesameatSpringFestivalandChristmasDay?

Whatthingsaredifferent?

problemsolving（解决问题型任务）

thinkofthreelowbudgetsolutionstotheproblemoflookingafteracatwhenthefamilyisabsent.

sharingpersonalexperiences（分享个人经验型任务）

Afterstudentsplanttrees,askthemtotalkaboutthesignificanceofplantingtrees.

creativetasks（创造型任务）

workingroups:

askstudentstodiscusstheiridealbedroom,andmakeasketch,withtherebepattern.

Pica,KanagyandFalodun（1993）classifytasksaccordingtothetypeofinteractionthatoccursintaskaccomplishment.

Jigsawtasks（拼图式任务）：

Theseinvolvelearnerscombiningdifferentpiecesofinformationtoformawhole.

Information-gaptasks（信息差型任务）：

onesetofinformation--acomplementarysetofinformation--negotiateandfindout--completeanactivity

Problem-solvingtasks（解决问题型任务）:

Studentsaregivenaproblemandasetofinformation.Theymustarriveatasolutiontotheproblem.

Decision-makingtasks（选择决定型任务）：

Studentsaregivenaproblemforwhichthereareanumberofpossibleoutcomesandtheymustchooseonethroughnegotiationanddiscussion.

Opinionexchangetasks（交换观点型任务）:

Learnersengageindiscussionandexchangeofideas.Theydonotneedtoreachagreement.

Othercharacteristicsoftaskshavealsobeendescribed

one-wayortwo-way:

whetherthetaskinvolvesaone-wayexchangeofinformationortwo-wayexchange.

convergentordivergent:

whetherthestudentsachieveacommongoalorseveraldifferentgoals.

collaborativeorcompetitive:

whetherthestudentscollaboratetocarryoutataskorcompetewitheachotheronatask.

singleormultipleoutcomes:

whetherthereisasingleoutcomeormanydifferentoutcomesarepossible.

concreteorabstractlanguage:

whetherthetaskinvolvestheuseofconcretelanguageorabstractlanguage.

simpleorcomplexprocessing:

whetherthetaskrequiresrelativelysimpleorcomplexcognitiveprocessing.

simpleorcomplexlanguage:

whetherthelinguisticdemandsofthetaskarerelativelysimpleorcomplex.

reality-basedornotreality-based:

whetherthetaskmirrorsareal-worldactivityorisapedagogicalactivitynotfoundintherealworld.

teacherroles

Acentralroleoftheteacherisinselecting,adapting,and/orcreatingthetasksthemselvesandthenformingtheseintoaninstructionalsequenceinkeepingwithlearnerneeds,interestsandlanguageskilllevel.

任务型教学的优点:

1.注重真实场景下的、以明确目标为导向；它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。

2.提倡以教师教学为主导、以学生的学习为主体。

3.倡导体验、实践、参与、探究、交流和合作的学习方式

Task:

Inthelesson,thestudentsmakeaminipicture-storybook.

Teachingaids:

asetofslidesandseveralsetsofpicturesaboutthestoryoftheMoonlightSonata;ataperecorderandsomeCDs.

I.Pre-task--CollectinginformationaboutBeethovenandhismusic.

（ThestudentsareaskedtocollectinformationaboutBeethovenandsomeofhismusicbeforeclass.）

1.Thestudentssharetheirinformationingroups.（groupwork）

2.Thespeakersfromeachgroupgiveareporttotheclass.（classwork）

3.TheteacherplayssomeCDsforthestudentsandhelpsthestudentstoknowsomethingaboutBeethoven'smusic.（classwork）

（Inthistask,thestudentswilllearnsomethingaboutBeethovenandclassicalmusic,especiallyBeethoven'smusic--theMoonlightSonata.）

II.While-task--Dubbingandcaptioningapicture-storybook.

（Thandsoutasetofpicturestoeachgroup.）

1.TheSsingroupsmakeupastoryoftheirownabouttheMoonlightSonata.（groupwork）

2.Thespeakersfromeachgrouptelltheirownstories.（classwork）

3.TheSsreadthetextandchecktheirstories.（individualwork）

4.TheSsingroupsimprovetheirstory,ormakeupanotherstorybasedontheirunderstandingofthetext.Meanwhile,theycanhelponeanotheringroups,andtheToffershelpwhennecessary.（groupwork）

5.Thespeakersfromsomegroupsdubtheslides.（classwork）

6.TheSsingroupscaptionthepictures.（groupwork）

7.TheSspresenttheirproducts;theclassandtheTevaluatethem.（classwork）

8.TheSslistentothetapeandreadthetextaloud.（classwork）

III.Post-task--Makingupaminipicture-storybookaboutBeethovenandhisMoonlightSonata.

（Thestudentswillfinishthetaskindividuallyaftertheclass.）

l.Makeupaminipicture-storybook"BeethovenandhisMoonlightSonata”.

2.Presentthepicture-storybooksinthenextclass.

（1）课堂效率低，难以保证大班额课堂教学任务的完成

（2）课堂的组织和任务的设计与实施过分依赖教师的教学能力和教学水平，故在目前很难保证大面积的教学质量的提升

（3）课堂中学生的个体活动难以有效监督和控制，反馈效率低

Contend-BasedInstruction

DefinitionofCBI:

Content-BasedInstruction（CBI）referstoanapproachtosecondlanguageteachinginwhichteachingisorganizedaroundthecontentorinformationthatstudentswillacquire,ratherthataroundalinguisticorothertypeofsyllabus.

•Krahnke’sdefinition:

Itistheteachingofcontentorinformationinthelanguagebeinglearnedwithlittleornodirectorexplicitefforttoteachthelanguageitse