1、會(huì)計(jì)學(xué)1Taskbased Language Teaching第1頁/共30頁Four dimensions of teaching and learning tasks represented by the “four eyes” :Involvement (參與參與), Inquiry (探究探究), Induction(歸納歸納), Incorporation (整整合合).TBLTIncorporationInductionInquiryInvolvementlearning then usinglearning by usinglearning for usinglearning b

2、y doingdoing things with(by) language第2頁/共30頁第3頁/共30頁第4頁/共30頁In the 1970s, the discussion about “l(fā)anguage communication is a synthetic processing” made the language teaching syllabus designers put forward the sequent, independent language item.The focus of research transferred from how to teach to h

3、ow to learn. “Learning activity itself is as important as learning goal”.Task-based Language Learning reflects the synthesis of language learning and cover the whole processing and have the explicit goal.第5頁/共30頁第6頁/共30頁Learning process is primary while learning content is secondary.Parts of tasks i

4、n task-based language teaching are similar to some tasks in real life.The accuracy of language is one of the dimensions of tasks.Synthetically deal with the information from multiple aspects on different levels.第7頁/共30頁The process feature of tasks and the activity quantity of participators contribut

5、e to the forming of learners language automaticity.The training of language dynamics ability and group dynamics ability.The schema expansion in meaningful learning, the theory considered language as dynamic information resources.第8頁/共30頁第9頁/共30頁Definitions of taskIn task-based language teaching, the

6、 basic and initial point of organization is the Task, class work is organized as a sequence of tasks, and it is the task that generates the language to be used, not vice versa.第10頁/共30頁In short, the “task” in task-based learning or teaching is not the inside or outside class teaching or learning act

7、ivity, which is general, isolated or united arbitrarily; instead, it is the organic part of the whole system.The task has educational value.第11頁/共30頁Five parts of task designing(Nunan1989)The task goalsThe input materials used to constitute the task contentActivities designed on the basis of these m

8、aterialsTeacher/student roleThe settings of carrying out the task第12頁/共30頁第13頁/共30頁FeaturesIt puts the task in the central position, but not considers the practicing less meaningful language form as its aim.The focus of task is on solving some communicative problems.When designing and implementing t

9、asks, the teacher should pay attention to the accomplishment of tasks that is to solve the communicative problems.第14頁/共30頁1.An emphasis on learning to communicate through interaction in the target language.2.The introduction of authentic texts into the learning situation.3.Provision of opportunitie

10、s for learners to focus, not only on language itself, but also on the learning process.4.An enhancement of the learners own personal experiences as important contributing elements to classroom learning.5.An attempt to link classroom language learning with language activation outside the classroom. (

11、 Nunan 1991)第15頁/共30頁AdvantagesThe teacher designs the teaching activities on the basis of students learning.The meaningful task activities can arouse students sympathetic response and stimulate students desire to take an active part in them.第16頁/共30頁Working in pairs provides students a great number

12、 of practicing opportunities and it is also a process of drawing on collective wisdom and absorbing all useful ideas and learning from each other.Students are more likely to feel ownership over their language learning.第17頁/共30頁P(yáng)roblemsIt takes amount of time to finish a large learning task.It is har

13、d to master the difficulty of the taskIn task-based language teaching, students are accustomed to the group discussion.第18頁/共30頁Teachers found it difficult to achieve a balance between carrying out communicative tasks and maintaining good behavior.The use of mother tongue by students during tasks.第1

14、9頁/共30頁StrategiesThe rational for pair-work, group work, or activities, needs to be indicated clearly to students, particularly in contexts where this may not be a universal teaching strategy.Teachers can be good language models themselves by using the target language as far as possible when interac

15、ting with their class.第20頁/共30頁The teacher divides students into groups reasonably.Task-based language teaching makes sure that every student has something to do.Task-based language teaching provides the feasible conditions for assessing students from multiple levels, multiple aspects and multiple f

16、orms.第21頁/共30頁第22頁/共30頁Design principles1.The authentic language and situation principle2.The form-function principle3.The task-dependency and the task-chain principle4.Learning by doing第23頁/共30頁Willis task-based language model1.Offer valuable and authentic language materials2.Apply the language3.Ch

17、oose the tasks which can arouse students to use language4.Pay attention to certain language form properly5.Sometimes should focus on the language form第24頁/共30頁Introduce to topic and task Task cycleTaskPlanningRepot Language focus Analysis Practice Pre-taskWillis model for task-based instruction (Wil

18、lis, 1996:127) Long 1991 第25頁/共30頁Willis task-based teaching applied to writing course1.Pre-task2.Drafting3.Analyzing and solving problems第26頁/共30頁第27頁/共30頁 任務(wù)型教學(xué)代表了西方重視輸出的語言學(xué)習(xí)文任務(wù)型教學(xué)代表了西方重視輸出的語言學(xué)習(xí)文化，其引進(jìn)和倡導(dǎo)對(duì)改變我國傳統(tǒng)的英語課堂教化，其引進(jìn)和倡導(dǎo)對(duì)改變我國傳統(tǒng)的英語課堂教學(xué)具有重要的借鑒意義。同時(shí)還應(yīng)看到，我國特學(xué)具有重要的借鑒意義。同時(shí)還應(yīng)看到，我國特有的將英語作為外語來學(xué)的語言學(xué)習(xí)環(huán)境和條件有的