任务型教学法Taskbased English teaching methodWord格式文档下载.docx

任务型教学法Taskbased English teaching methodWord格式文档下载.docx

《任务型教学法Taskbased English teaching methodWord格式文档下载.docx》由会员分享，可在线阅读，更多相关《任务型教学法Taskbased English teaching methodWord格式文档下载.docx（10页珍藏版）》请在冰豆网上搜索。

Differentteachersandwritersusedifferentdefinitionsoftheterm“task”,suchas:

1﹑…apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinterestinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonthemeaningratherontheform.Thetaskshouldhaveasenseofcompleteness,beingalsotostandaloneasacommunicativeactinitsownright.（Nahan,1989,15）

2﹑…anystructuredlanguagelearningendeavorwhichhasaparticularobjectiveappropriatecontents,aspecifiedworkingprocedure,andrangeofoutcomesforthosewhoundertakethetask.（BreenviaBrown,1994,83）

3﹑…anactivitywhichisdesignedtohelpachieveaparticulargoal.Anumberofdimensionsoftasksinfluencetheiruseinlanguageteaching.（RichardsEtal,2000,468）

Mostpeoplewouldprobablyagreeoncertainbasiccharacteristics:

1﹑Tasksareactivitiesinwhichstudentsworkpurposefullytowardsanobjective.

2﹑Theobjectivemaybeonethatstudentshavesetforthemselvesoronewhichhasbeensetbytheteacher.

3﹑Tasksmaybecarriedoutincompetitionwithotheror（moreoften）incollaboration.

4﹑Theymaybecarriedoutindividuallyor（moreoften）ingroups.

5﹑Theoutcomemaybesomethingconcrete（.areportorpresentation）orsomethingintangible.agreementorthesolutiontoaproblem）.Themainareaofdisagreementrevolvesaroundtherelationshipbetweentasksandcommunication.Someteachersandwritersdonotseethisrelationshipascrucial.Theydefinealanguagelearningtaskasincludingalmostanythingthatstudentsareasked（orchoose）todointheclassroom,includingformallearningactivitiessuchasgrammarexercisesandcontrolledpracticeactivities,providedtheobjectiveoftheactivityisrelatedtolearningthelanguage.

Withinthisbroaddefinition,somewritersdistinguishsubcategoriessuchascommunicationtasksandenablingtasksaccordingtotheextenttowhichtheyinvolvecommunicationorfocusonform.

Manyotherteachersandwritersuseamorerestricteddefinition.Theyexcludeactivitieswherethelearnersfocusonformalaspectsofthelanguage（suchasgrammar,pronunciationorvocabulary）andreservetheterm“task”foractivitiesinwhichpurposeisrelatedtothecommunicationofmeanings.Willis（1996,isonewriterwhoadoptsthisdefinition.Inthisbooktasksarealwaysactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurpose（goal）inordertoachieveanoutcome. 

Activitieswhichfocusuponandpracticespecificelementsofknowledge,skillsandstrategiesneededforthetaskarecalledexercises.ThesamedistinctionbetweentasksandexercisesissupportedbyEllisNunanandSkehan.Skehan,forexample,describesthecriteriaforataskasfollows:

1﹑meaningisprimary;

2﹑thereissomecommunicationproblemtosolve;

3﹑thereissomesortofrelationshiptoreal-worldactivities;

4﹑taskcompletionhassomepriority;

5﹑theassessmentofthetaskisintermsofoutcome.

Thedefinitionreflectsthemethod’sinteractionbutwecan’tmakeaclear-cutdistinctionbetween“task”and“exercises”.Thiswillbediscussedinthenextsection.

Ⅱ﹒Communication,TasksandExercises.

Aswe’veseen,oneofthekeyfeaturesofacommunicativetaskisthatcentersfocusoncommunicatingmeaningsratherthanlearningorpracticingforms.Howeveritisnotusuallysimplyaquestionoflearningfocusingeitheronmeaningoronform.Moreoften,itisamatter 

ofdegree.Forexample,therearesomeactivitiesinwhichthelearnermayfocusmainlyontheproductionofcertainformsthatarebeingpracticed,butheorshemastillbeusingtheseformstoconveymeaningstosomebody.Thiswouldbethecasein,forexample,this“Questionnairesurvey”activity,inwhichthestudentsneedstouse“canyou…”inordertofindclassmateswhocandocertainthings,suchas:

whocanspeakthreelanguages/useacomputer/makecakes/rideabike/swimInthisactivity,althoughthestudentshaveacommunicativepurpose（tofindclassmateswithparticularskills）itisalsoclearthattheyarepracticingspecificforms.Atothertimes,theemphasisoncommunicatingmeaningsmayincreasebutstudentsmaystillpayattentiontotheformstheyareproducing（andwhichindeed,theymayjusthavebeentaught）.Thismightbethecaseinthisroleplayifstudentsareaskedtoperformitshortlyafterlearninghowtomakeenquiriesandgiveinformationabouthotelaccommodation.Eachstudenthasoneofthefollowingrolecards:

studentA:

Youarriveatasmallhoteloneevening.Inthefoyer,youmeetthemanager（ess）and1.Askifthereisaroomvacant.2.Asktheprice,includingthebreakfast.3.Sayhowmanynightsyouwouldliketostay.4.Saywhattimeyouwouldliketohavebreakfast;

studentB:

Youarethemanager（ess）ofasmallhotelthatpridesonitselfonitsfriendly,homelyatmosphere.Youhaveasingleandadoubleroomvacantfortonight.Thepricesare:

＄100forthesingleroom,＄160forthedoubleroom.Breakfastis＄15extraperperson.Forguestswithcars,thereisafreecarpark.Sinceitisimpossibletodrawacleardividinglinebetweenactivitieswherethefocusisonform（exercise）andactivitieswherethefocusisionmeaning（task）,itisusefultothinkofacontinuumwithvaryingdegreesoffocusonformand/ormeaning.Activitiescanthenbeclassifiedaccordingtowheretheyliealongthiscontinuum.Thecontinuumisdividedintofivesections.FromsectionⅠtosectionⅤ,thecontentfromformstomeaningisbecomingstrongerand. 

Non-communicativelearning.Focusingonthestructuresoflanguage,howtheyareformedandwhattheymean,.throughexercise,“discovery”andawareness-raisingactivities.2.Pre-communicativelanguagepractice. 

Practicinglanguagewithsomeattentiontomeaningbutnotcommunicatingnewmessagestoothers,.in“question-and-answer”practice.3.Communicativelanguagepractice.Practicinglanguageinacontextwhereitcommunicatesnewinformation,.informationgapactivitiesorpersonalizedquestions.4.Structuredcommunication.Usinglanguagetocommunicateinsituationswhereelicitpre-learntlanguagebutwithsomeunpredictability,.instructuredrole-playandsimpleproblem-solving.5.Authenticcommunication.Usinglanguagetocommunicateinsituationswheremeaningsareunpredictable,.increativerole-play,morecomplexproblem-solvinganddiscussion.Theactivitiesatthetopareobviously“exercises”.Thoseatthebottomareobviously“tasks”.Thoseinthemiddle（2-4）havefeaturesofboth.

Ⅲ.FromNon-CommunicativeLearningtoAuthenticCommunication.

Thesectionwillelaborateonthepreviousonebygivingexamplesofactivitiesfromfivepartsofthecontinuumfrom“focusonform”to“focusonmeaning”.Inthetermsdiscussedabove,thiscorrespondsalsotoaprogressionfromclearlydefined‘exercises”toclearlydefined“tasks”.

1. 

Non-CommunicativeLearning.

Itisinthiscategorythatthereistheleastelementofcommunication.Here,forexample,studentsareinvolvedin“discovering”aruleofgrammaronthebasisofexamples.Intheexamplesbelow,lookcarefullyatthepositionoftheadverbs“always”,“often”,“sometimes”,“usually”,and“never”.

Whataretherules

A. 

Weareusuallyhungrywhenwecomehome.

Johnisalwayslate.

Hisparentswereoftentiredintheevening.

Ineversurewhetherthiswordiscorrect.

B. 

IsometimesgotothecinemaonFridays.

Wenevereatmuchinthemorning.

Janeoftenarrivesatschoolearly.

Theyalwayscomehomelateatnight.

C. 

Theyhaveneverwrittentomeagain.

Youcanalwayscomeandvisitme.

Iwillneverknowwhyhedidit.

Pathasoftenseenhimwithtwodogs.

Thestudentsarethenrequiredtoapplythisruletoanewsetofexamples:

Puttheadverbsintotherightplacesinthesentencebelow.

Weplayfootballintheevening（often）.

Icancatchthefirstbusinthemorning（never）.

JackandJillareveryhappy（always）.

Theyvisitme（sometimes）.

YouwriteverygoodEnglish（usually）.

TheyhavebeentoJinan（often）.

Wedrinkteaforbreakfast（always）.

Youarecheerful（usually）.

Johncankeepasecret（never）.

Hehasrefusedtospeaktome（sometimes）

2. 

Pre-CommunicativeLanguagePractice.

Inthiscategorythefocusis