Task-BasedLanguageTeaching任務型語言教學,人民教育出版社龔亞夫,Task-BasedLanguageTeaching任務型語言教學,1.SecondLanguageAcquisitionandTBLT2.WhatisTBLT3.WhatAreTasks?4.PrinciplesofTask-BasedLanguageTeaching5.TaskDesignandTaskAnalysis6.PlanningClassroomWork7.PerformanceAssessmentLong2)todevelopsomeformofassessmenttodetermineiflearnershavelearnedthetasksinquestion.Inordertodeveloptrainingandteststhatarecongruentwiththeobjective(i.e.requirethesamelevelofcognitive,affective,orpsychomotorperformance),thedesignerneedstoknowwhattypeoftaskisbeinglearned.(Jonassen,1999.p25),ThreeTypesofTasks三種任務,Real-world/TargetTasks目標性任務PedagogicalTasks課程目標任務Classroomtasks教學任務,PedagogicalTasksCurriculumobjectives,Moredetaileddescriptionoftheobjectivesa.Languageobjectivesb.Affectiveobjectivesc.Strategicobjectives,Curriculumandtextbooks,根據課程目標制訂分解的任務目標根據分解的任務目標制訂分年紀的目標根據分年級的目標制訂教科書的分冊的和分單元的目標。,Planningthefinaltasks,Finaltasksarecommunicationtasksattheirhighestpointofcommunicativeness,atalevelthatisrealisticandachievablebythestudentsinagivenclass.Theywillserveasindicatorsofthedevelopmentofcommunicativecompetenceinagivenclass.,Finaltasksinwhichthestudentsintheclassroominteract,Thereisatangibleendproduct:posters,letterstopenfriends,poolinformationoneverybodysbirthdaysandproduceapostertobekeptintheclassroom.Makeaplanforaschooloutingandcarryoutplansandgoonanouting.Carryoutaclasssurveyonwhodoesthehouseworkathome?,Thecommunicativetaskshouldhaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.(Nunan1989:10),Categoriesoflearnedcapabilities(orobjectives):,Intellectualskillssubdividedintodiscriminations,concepts,andrulesProblemsolvingcombiningrulesorconceptstocreativelysolvecomplexproblemsCognitivestrategiesskillsinmanagingoneslearningandthinkingprocessesVerbalinformationmemorizationoffactsandbodiesofinformationMotorskillsexecutingsequencesofbodilyperformancessuchasdancing,balancing,orhandlingtoolsAttitudesanemotionalandcognitivepropensitytochooseacertaincourseofaction(e.g.“choosingtostaylateafterwork.”),Taskclassificationistheactofidentifyingandlabelingtaskaccordingtothespecifictypeoflearningoutcome:e.g.1)tasksrequirememorization;2)tasksrequirestudentstoapplyarule.,課堂任務的設計,1Teachthesmallerthingsfirst2Getthemtotrytocommunicatesuchinformation3Providethemwithreadymadetextexemplifyingasituation,任務可以來自各個方面,Taskscanhavevarietyofstartingpoint.Theymaydrawonlearnersowninput,egpersonalexperience,general/worldknowledge,orintellectualchallenge;theymaybebasedonwrittentext,recordingsofspokendata,orvisualdata;theycouldbeactivitieslikegames,demonstrationsorinterviews;theycouldbeacombinationofseveralofthese.,Planningclassroomwork,Threefeaturesforthedesignofalltasks:clarity,flexibility,andfeedbackThreekindsofdemandstasksplaceonlearners:learning,content,andactiondemands,Tasktrainingsequence,describetheoveralltraininggoalsdescribetheflowchartofthetaskstobelearnedteachlearnerstonameandidentifyworkobjectsandactionspointoutimportanttask-relevantcues,teachthenecessarytask-relatedinformationteachspecificproceduresassociatingstimuliandresponseteachdecision-makingstrategiesandproblemsolvingallowforpracticeofmotorresponse(Miller,1962)(p41),Taskfunction:任務型語言教學的功能：toprovideapurposeforaclassroomactivity為課堂活動提供具體、清晰的目標tomakelanguageteachingmorecommunicative使語言教學更具有交際性,Tasktypes任務的類型,ClosedtaskonesinglecorrectanswerorarestrictednumberofcorrectanswersOpentasknosinglecorrectanswerCoretaskExtendedtask,PerformanceAssessmentandTask-BasedLanguageTeaching,Alearning-outcomestaxonomyisusedtoclassifydifferenttypesoflearnedcapabilities,eachofwhichcanbelabeledasalearningoutcome.Thedistinguishingcharacteristicofeachoutcomeisthetypeofperformanceexhibitedbysomeonewhohasdevelopedtheskillswhichenablethatoutcomesomeonewhohasacquiredarulecanapplytheruletosolveproblems.Theexternalperformancesindicatetheinternalcapabilityacquiredbythelearner.,Task-BasedAssessment,Performanceassessmentisdefinedassystematicattempttomeasurealearnersabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982)Itseemsthattaskaccomplishmentistheultimatefocusforevaluatinghumanperformance.ItfollowsthatL2performanceassessmentandtask-basedapproachestolanguageteachingandassessmentwilllikelyshareagreatlydealoftheoreticalandpracticalcommonground.(Norris1998),Performanceassessmentinvolvesstudentsinperformingtasksthatreflectreal-lifesituationsandchallengesstudentstodemonstratewhattheyhavelearnedbyproducingaproductorperformance.Performanceassessmentsrequirelearnerstousepriorknowledgeandrecentlearningtoaccomplishtasksthatdemonstratewhattheyknowandcando.Thereisadirectlinksbetweeninstructionandassessment.,AFive-stepPlanforSelectingAssessmentTasks,1Establishwhattheteachersspecificinstructionalgoalsarebecauseitisimportantthatthechosenassessmenttaskactuallymatchestheinstructionaloutcome(s)itisdesignedtomeasure.2Identifythespecific,discipline-basedcontentareskillsthatstudentsareexpectedtoattainanddeterminewhetherthetaskadequatelyrepresentsorutilizesthem.,3Insurethatthetaskisfairandfreeofbias,allowingstudenttodemonstratetheirtrueprogressandabilitieswithoutbeingdisadvantagedbysomeextraneouselementinthetask,lackofpriorknowledge,unequalaccesstoresourcesormaterials,andsoforth.