Transcript Document

Task-based Language
Learning and Teaching
(任务型语言教学)
广西师范学院初等教育学院
蓝卫红
Objectives
• After learning this topic, you should be
able to:
 了解任务型语言教学特点和相关理论基础；
 领会任务型语言教学对培养学生综合语言
运用能力的重要性。
 领会任务型语言教学与其他教学法流派在
小学英语课堂教学中的整合运用。
Stage 1 Experience
1. Micro- teaching.
2. Experiencing learning.
At this stage, you are language learners.
Activity 1: What do you have for
•
breakfast?
• Step 1: Please name some food and
fruit you have every day.
For reference
• rice, noodles, rice noodles, porridge,
dumpling, vegetables, fish, meat,
chicken, beef, eggs, duck, …
taro, potato, sweet potato, tomato, …
apples, pears, bananas, watermelons,
grapes, strawberry, mango, longan,
litchi, pineapple, orange, pomelos, ……
Step 2
Read the following dialogue
• A: What do usually you have for
breakfast?
• B: I usually have ________ for breakfast.
• A: How about lunch?
• B: I have _____for lunch.
• A: And supper?
• B: I have ____ for supper.
• A: Do you like fruit?
• B: Yes. I do.
• A: What fruit do you like best?
• B: I like _____.
• Step 3: Interview one of your friends for
his/ her everyday diet and fill in a chart
as the following example. Use the
dialogue given.
Fill in the following chart while
interview your friend like the following.
Name
breakfast lunch
Ms Lan noodles,
meat,
eggs
supper
Favorit
e fruit
rice,
rice,
grapes,
vegetables, vegetables, longan,
meat
mango
fish, fruit
• Step 4: Report the result of your
interview to a third person like this:
• Ms lan usually has noodles, milk and
eggs for breakfast. For lunch, she
usually has rice, vegetables and meat .
For supper, she has rice, fruit ,
vegetables and fish. Her favorite fruit
are grapes, longan and mangos.
• Activity 2: What can we do on a sunny
day?
• Step 1: Brainstorm the vocabularies
describing weather.
• Step 2: A contest:
• Work in groups and think of as many
activities as you can do in different
weather within the given time. Write
down the items and number them.
• －What can we do on a sunny day?
• －What can we do on a rainy day?
• －What can we do on a snowing day?
• Step 3: Evaluation
• 1. Each group reports the total of the
items they have written down.
2. Report the results. First, reporters
from the groups with smaller number
read aloud the items. Second, the
reporter from the group with the largest
number reports the results. While
listening to the report, others note
down those that did not come to your
minds just now. Third, reporters from
different group add new items that have
not been reported.
•
•
4. Compare the notes and check the
spellings.
5. Please volunteer to report the newly
added items.
Stage 2
Exploration (1)
• At this stage, you are both language
learners and language teachers
exploring the process of effective
learning and effective teaching.
•
•
•
•
1. How did you learn English in the above
activities?
2. What objectives can be reached if
students learn English by using English to
fullfill a task?
3. Can you describe the features of taskbased language teaching? Try it.
4. Can you tell why the new English
curriculum advocate “task-based language
teaching and learning”? Try it.
Stage 3 Exchange
• 1. In the above activities, I learned
English ______.
• 2. Learning English by using English,
students can _____.
• The major feature of task-based
language teaching is that _______.
3. The new English curriculum
advocates “task-based language
teaching and learning because _____.
For reference
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Tasb-based language learning activities are
Motivational
Authentic
Interactive
Cooperative
Meaningful
Challenging
Interesting
• 核心理念：学习者是在参与活动与完成任务的过程中，
通过交际性和有目的的交互活动掌握语言的。
• 主要理念：
1.意义是重要的。
2.学习者不是只重复他人的话。
3.与真实生活中的活动有相似之处。
4.最重要的是完成任务。
5.评价任务是否完成要看有没有一个结果。
（Skehan 1998:95）
Objectives that can be reached
 双边或多边交互活动，学生能感受英语学习的价
值
 目的具体，有利于激发学生学习动机
 学生容易看到成就，体验成功
 学生能看到自己的不足，能促进学生自我完善
学生承担一定的责任，能培养学生的责任
心
学生有较多的机会思考、决策、应变，能
培养性格、情感、策略
• 在小学阶段任务驱动型学习的目的主要是
感受一种新的语言韵律，体会它的使用价
值，获得用另一种语言进行交际的经验，
并从中得到乐趣。
•
(陈琳 王蔷 程晓棠：《英语课程标准
（实验稿）解读》)
What is a ‘task”?
A task is a piece of work undertaken for
oneself or for others, freely or for some
reward. Thus, examples of tasks
include painting a fence, dressing a
child, filling out a form, buying a pair of
shoes, making an airline reservation,
borrowing a library book,taking a
driving test…In other words, by ‘task’ is
meant the hundred and one things
people do in everyday life, at work, at
A communicative 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 focused on
meaning rather than form. The task
should have a sense of completeness,
being able to stand alone as a
communicative act in its own right.
所 谓 任 务 型 语 言 教 学 （ Task-based
Language Teaching）就是直接通过课堂
教学让学生用英语完成各种真实的生活、
学习、工作等任务（task），将课堂教学
的目标真实化，任务化，从而培养其运用
英语的能力。也就是说以具体的任务为载
体，以完成任务为动力，把知识和技能融
为一体，通过听、说、读、写等活动，用
所学语言去做事，在做事的过程中发展运
用自己所学语言。
任务型语言教学理论基础
• 语言学基础：
 语言是形式和功能的统一，语言的社会
属性 借助语言的功能得以实现。语言教
学必须既关注形式又关注功能，并将对
语言形式和功能的把握理解转化为具体
实际的语言运用能力，实现语言教学的
最终目的。
 “用目的语做事”中，通过学习者之间的交流
互动，感受语言的社会功能，理解语言对于建
立和维系人与人之间的社会关系所起的重要作
用。学用一致原则拉近了课堂与社会的距离，
使学习过程本身也成为促进学习者社会化的过
程。
 有效的语言学习不是传授性的，而是经历
性的，让学习者参与有目的的交际活动，
在交际中认识、掌握、学会使用目的语是
习得第二语言的最有效的途径。
语言学习的四个条件：语言环境、使用机会、
学习动机、教学条件。
• 语言输入：Language input, exposure
• 使用机会：Language use, interaction
• 学习动机：Motivation, desire to learn
• 教学条件：Teachers’ guide, instruction
(Willis, 1996)
教学论基础：活动教学
坚持“以活动促发展”为基本指导思想的
教学。语言教学注重培养交际能力的意义
不仅在于学习语言，也是为了人的发展需
要。任务型教学所强调的互动性在促使学
习者学会用目的语交际的同时，又学会了
沟通，学会了合作、学会了共同学习。因
此，它也是以“活动”促发展的。
课堂教学的任务首先是要为学习者提供认
识、体验、实践目的的机会、环境和条件。
任务成为蕴涵教学目的，创造机会、条件，
体现教师作用，引导学生者主动参与，从
而认识、体验、学会使用目的语的中介。
活动教学是强调以能力培养为核心，以素
质整体发展为取向的教学。只有在丰富多
彩的主体实践活动中学生的认知、情感、
能力、才有可能得到发展。（魏永红： <<任务
型外语教学研究------认知心理学视角>>）
教育心理学： 建构主义学习理论
学习和发展是社会和合作活动。这种活动是无法
被教会的。知识是由学习者个人自己建构的，而
不是由他人传递的。这种建构发生在与他人交往
的环境中，是社会互动的结果。它强调学习者个
人从自身经验背景出发，建构对客观事物的主动
理解和意义，重视学习过程而反对现成知识的简
单传授。它强调人的学习与发展发生在与其他人
的交往和互动之中。而教师是学习者最重要的互
动对象。教学应该置于有意义的情景中，而最理
想的情景是所学的知识可以在其中得到运用。
• 学习是一个充满活力的过程，学生个人的
发展是教学的核心。教师最重要的作用是
激活学生的内在知识系统，并提供给学生
一个可同时进行探究的环境。
• 社会建构主义理论支持下的任务型语言教
学使学习过程充满真实的个人意义，要求
外语教师学会促进学习者的整体素质的发
展、学习能力的发展、积极的情感因素和
健康人格的发展。（田贵森， 2004）
Stage 4 Extension
• Step 1:
• Skim the arrangement of each module
in New Standard English for Primary
School. Book 5 and Book 6).
• How is each module designed?
• Step 2: What underlie the arrangement
of the materials of a module as below:
• Unit 1
–Look, listen and learn.
–Act it out.
–Look and say.
• Unit 2
• 1. Listen and repeat / Listen and
point. Then listen and write. /
Listen, point and repeat.
• 2. Now, point, ask and answer. /
Now point and say. / Ask and
answer.
Step 2 :
How to apply the approach in
primary school Engllish teaching?
广西小学教师培训网 研究课录像
http://pett.gxtc.edu.cn/index.php?m1=6&
m2=6
Which can be regarded as
Pre-task, While-task and Post-task
•
•
•
•
•
•
•
热身活动
呈现
扩展性操练
巩固性操练
信息差活动
操练的示范性活动
竞赛性活动
导入
模仿性操练
交际性操练
教学环节转换
学生自主性活动
趣味性活动
反馈和评价
• How to integrate different teaching
methods and approaches in primary
English teaching?
• Watch teaching cases and draw out the
teaching procedure and the teaching
methods and approaches integrated in
primary English teaching?
An instructional model for teaching
English in primary school
• 一、准备
• 热身活动、激发动机、回忆、复习、补缺
漏、明确任务
• 二、呈现
• 引入新内容、讲解新内容、操练新内容
• 三、巩固
• 归纳小结、巩固性操练
• 四、发展
• 发展性操练、布置作业
• 五、反馈
• Preparation → Pre- task(Enabling
task)
• Presentation → Pretasktask(Enabling task)
• Consolidation → Pre-task and
while-task
• Development → Final tasks
Feedback → Post-task
For reference
• Preparation →
•
Enabling task
Methods and approach:
TPR,
 Games and songs,
The Communicative Approach
• Presentation →
•
Enabling task
Methods and approaches:
 Direct methods,
 Audio-lingual Method,
 The Situational Approach,
 The Communicative Approach
• Consolidation →
•
Enabling task and communication
Tasks
Methods and approaches:
 The Communicative Approach,
The task-based Approach
• Development & Feedback
• → Final tasks
• Methods and approaches:
•
The Task-based Approach
• (Guangxi, Lan Weihong)
Stage 5. Evaluation
1. Review and question:
From this topic, I have learned that ______.
But I _______.
2. Homework:
Learn more about “task-based language
teaching and learning” from:
http://pett.gxtc.edu.cn .
3. Work in groups and design task-based
language learning activities for next class.
Further reading and study:
鲁子问．英语教育动态真实原则论．外语
教学与研究出版社，2001
龚亚夫、罗少茜：《任务型语言教学》 ：
北京：人民教育出版社，2003
魏永红：<<任务型外语教学研究 －认知心
理学视角>>。华东师范大学出版社：2004
David Nunan．Designing Tasks for the
Communicative Classroom北京：人民教
育出版社，2001．
 《中小学外语教学》（小学篇），北京师范大学
主办。
 《中小学外语教学与研究》，华东师范大学主办。
 《基础教育外语教学研究》，国家基础教育实验
中心外语教育研究中心主办。
 网络资源搜索关键词： task-based language
learning ，task-based language teaching，任
务型语言教学，小学英语新课程教材培训