Task-Based Language Teaching
Download
Report
Transcript Task-Based Language Teaching
Task-Based Language
Teaching & Assessment
分享者:陳素淩 輔導員
[email protected]
The PPP paradigm.
First present: The teacher presents an item of
language in a clear context to get across its
meaning.
Then practice stage:Students are asked to
complete a controlled practice stage (choral and
individual drilling, etc.)
Finally produce: Sometimes it is called the 'free
practice' stage (role play, etc.)
A Task-Based Language
Teaching
Based on the use of tasks as the core unit of
planning and instruction in language teaching
(Richards & Rodgers, 2001)
Based around the completion of tasks which
may include projects for producing posters,
brochures, pamphlets, oral presentations, radio
plays, videos, websites and dramatic
performances.
The TBLT Framework
※Richards ( 1985)
Pretask activities: The focus is on thinking
about a topic, generating vocabulary and related
language, and developing expectations about
the topic. The activities include brain-storming,
ranking exercises, and problem-solving tasks.
Task activity: Engage in the process of
completing a task.
Posttask activities: Focus on the aspects of
language.
The TBLT Framework
※ Willis (1996)
Pre-task:
Task cycle:
• Task: A task is carried out using target language.
• Planning: Preparation for presenting what they have
done
• Report: Presenting their report
Language focus (Posttask):
• Analysis: Making corrections and adjustments to the
students' performance
• Practice: Language areas are selected to practice based
on what emerged from the task and report phases. ( like
choral repetition, memory challenge games to increase
students’ confidence).
Task types
※ Willis’ six task types (1996)
Listing
Ordering and sorting
Comparing
Problem solving
Sharing personal experiences
Creative tasks
Integrated Assessment
We are assessing all of the time. Assessment is
integrated into life.
Integrated Assessment is merely a way to integrate
multiple assessment practices into classroom
instruction.
Assessment needs to be integrated into textbooks.
Assessment needs to be integrated into all phases
of instruction.
Sources
• Richards, J.C. (1985). Conversational competence
through role-play activities. RELC Journal 16(1): 82-100.
• Richards, J.C. and Rodgers, T.S. (2001). Approaches and
methods in language teaching. Cambridge University
Press.
• Willis, J. (1996). A Framework for Task-Based Learning.
Pearson Education Asia Pte Ltd.
• http://en.wikipedia.org/wiki/Taskbased_language_learning
• http://www.teachingenglish.org.uk/think/articles/a-taskbased-approach
• http://www.tblt.net/
• http://www.youtube.com/
• Dr. Caroline Linse (Multiple Assessments: moving
towards Integrated Assessment)