最新《语言教学的流派》笔记文档格式.docx

1、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 while e

2、ngaged 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 task

3、 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 to

4、 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 foc

5、used 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. Task

6、 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 thos

7、e 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 necessa

8、ry 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 objecti

9、ves 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 are

10、 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 thought

11、, 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 more

12、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 accor

13、ding 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） After

14、 students plant trees, ask them to talk about the significance of planting trees.creative tasks （创造型任务） 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 occurs in task accomp

15、lishment. 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）: Students are given a pro

16、blem 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）: Learners engage in

17、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 common goal or sev

18、eral 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: whether the task invol

19、ves 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 or not reality-based

20、: 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 with learner needs, i

21、nterests and language skill level.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: In the lesson, the students make a mini picture-story book.Teaching aids: a set of slides and several sets of pictures about the story of the Moonli

22、ght Sonata; a tape recorder and some CDs.I. Pre-task - Collecting information about Beethoven and his music.（The students are asked to collect information about Beethoven and some of his music before class.）1. The students share their information in groups. （group work）2. The speakers from each grou

23、p give a report to the class. （class work）3. The teacher plays some CDs for the students and helps the students to know something about Beethovens music. （class work）（In this task, the students will learn something about Beethoven and classical music, especially Beethoven s music - the Moonlight Son

24、ata.）II. While-task - Dubbing and captioning a picture-story book.（T hands out a set of pictures to each group.）1. The Ss in groups make up a story of their own about the Moonlight Sonata.（group work）2. The speakers from each group tell their own stories. （class work）3. The Ss read the text and chec

25、k their stories. （individual work）4. The Ss in groups improve their story, or make up another story based on their understanding of the text. Meanwhile, they can help one another in groups, and the T offers help when necessary. （group work）5. The speakers from some groups dub the slides. （class work

26、）6. The Ss in groups caption the pictures. （group work）7. The Ss present their products; the class and the T evaluate them. （class work）8. The Ss listen to the tape and read the text aloud. （class work）III. Post-task - Making up a mini picture-story book about Beethoven and his Moonlight Sonata. （Th

27、e students will finish the task individually after the class.）l. Make up a mini picture-story book Beethoven and his Moonlight Sonata”.2. Present the picture-story books in the next class.（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Conten

28、d-Based InstructionDefinition of CBI: Content-Based Instruction （CBI） refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather that around a linguistic or other type of syllabus. Krahnkes definition: It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the l