Transcript Document

Task-based Language
Learning and Teaching
(任务型语言教学)
By Lan Weihong
Objectives:
• After learning this topic, you should be
able to:
tell how you feel and what you have
learned during the process
describe the characteristics of the
learning activities
have a clear concept of “task-based
language learning and teaching”
analyze teaching cases and design a
learning activity for pupils with what
you have learned as a guide
transfer “task-based language teaching”
to your own classroom instruction
Stage 1 Experience
• 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, ……
• 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. The example is given.
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.
• Activity 3 Making a shopping list
• Step 1: Suppose you are going to have
a room decoration contests. You need
to buy something to decorate their
rooms. Now please work in groups of
four and discuss about how to decorate
their rooms.
Step 2: Next, please make a list of the
things you need to buy as follow:
•
•
•
•
Things to buy
1. A pot of flowers
2.
Purpose
put it on the
windowsill
• Step 3: One reporter from a group
reports to the class what they are
going to buy and how they will
decorate their rooms.
• Step 4: Each group sends a reporter to
report to another different group to tell
them what their group is going to buy
and how they will decorate their rooms.
• Step 5: Please volunteer to tell the
class how other groups will decorate
their rooms.
Stage 2
Exploration
• At this stage, you are both language
learners and language teachers
exploring the process of effective
learning and effective teaching.
•
•
•
1. As a language learner, how do you
feel during the above learning
activities?
2. What are the advantages when
people learn a new language like this?
3. Based on the above activities, what
definition would you like to give
to“task” or “task-based language
teaching and learning”?
•
•
4. For the procedure of Topic 1, what
language learning would be like if we
do not have the last two steps?
5. For the procedure of Topic 2, what
problems may arise in primary school
English classroom if we start the new
topic from Step 2?
•
6. Based on your experience, what
principles could you draw?/ Or what
are the characteristics of the
approach?
Stage 3 Exchange
• Step 1: Work in groups and exchange
your answers to the questions given.
Enhance your own answers by taking
notes of the points given by others.
• Step 2: Why does new English
Curriculum Standard advocate “The
Task-based Approach”?
•
• For reference
 Motivational
 Authentic
 Interactive
 Cooperative
 Meaningful
 Challenging
 Interesting
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》)
TBL产生的两个背景:
• 1. 从交际语言教学到任务型教学：
70年代交际语言教学的倡导者提出在真
实的语境下表达意思是语言学习最有效的
途径。交际语言教学思想提倡：
• — 以实际的学习任务为主要学习形式
• — 以真实的日常语言为主要学习内容
• — 以真实的交际目的为学习活动目的
•
• 交际语言学习活动（如信息沟活动）
被称为“任务”，而“任务型语言
教学”几乎成为交际语言教学的代
名词。
• 这一趋势改变了传统的注重语言形
式的语言学习模式和教学方法。
• 2. 从第二语言习得研究到任务型教学：
对输入理论的置疑——语言输入不能保证语
言习得
• 交互活动、意义协商、语言输出（interaction,
meaning negotiation and output）是语言习得
的关键, 只有通过完成任务（perform tasks）学
习者才能进行交互活动、意义协商和语言输出
• 开始了任务型语言学习模式的研究和实验 —
1990s被成为“The Age of the Task”.
• (龚亚夫、罗少茜,2003,《任务型语言教学》)
•
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。
对语义的理解不能脱离使用语言的人和语
境。人们通过语言建立和维持微细社会关
系，语言的使用不可避免地反映出使用者
特殊的文化背景、其所扮演的社会角色和
语言使用当时当地的语言环境。因此，语
言教学内容的选择应以真实材料为主，语
言系统应被视为动态的、开放的，对语言
意义的理解也必须是动态的基于语境的。
 培养学习者动态的语言意识意义（主要包括文
化意识、语境意识）是语言教学的重要内容。
以此为前提，语言教学才可能是有目的的、有
真实意义的。
 “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。
学习论基础
 语言学习是学习者的积极建构(皮亚杰的认知
发展论)；
 让学习者在语言运用的过程中发现规则
（布鲁纳的发现学习论）；
 死记硬背获得的语言知识难以提取（奥苏
贝尔的意义学习论）；
互动促进语言习得；学习者学习的是具有
个人意义的东西；提供对学习真正有意义
的任务，才能促进有意义学习的产生；社
会互动促进语言学习；借助任务发挥中介
作用。（社会建构主义学习理论）；
语言教学活动要围绕有明确指向的交
际任务，确保交流的信息对参与交流
的各方都有意义，以从根本上避免从
形式到形式的无意义训练。语言习得
是在有意义的语言运用中产生的。
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。
倡导以主动学习为基本习得方式。任务型
教学积极倡导合作学习、交往学习、探索
发现学习、体验学习等学习方式。任务型
教学的主要实践原则就是互动性。“互动”
不可能单向，必然包括含合作协商。通过
用目的语交流、沟通、协商，完成任务的
过程，促进交际各方在目的语的掌握使用
上相互取长补短，促进各方中介语系统的
扩展、修订、重构。
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>>）
• Step 3: What is a “task” or what is
“task-based language learning and
teaching”?
Definitions given by other
researchers:
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 task is an activity or action which is
carried out as the result of processing
or understanding language ( i. e. as a
response). For example, drawing a map
while listening to a tape, listening to an
instruction and performing a command,
may be referred to as tasks. Tasks may
or may not involve the production of
language.
A task usually requires the teacher to
specify what will be regarded as
successful completion of the task. The
use of a variety of different kinds of
tasks in language teaching is said to
make language teaching more
communicative … since it provides a
purpose for a classroom activity which
goes beyond the practice of language
for its own sake. (Richards, Platt and
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.
A task is an activity which requires
learners to use language, with
emphasis on meaning, to attain an
objective. （Researching Pedagogic
Tasks – Second language learning,
teaching and testing. Longman: 2001.
Bygate, Skehan & Swain ，2001)
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。
简单地说就是：为用而学，在用中学，学
中用，学了就用。它立足于学生本身，把
学生作为教学的主体，教师从学生“学”
的角度设计出各种教学活动。使学生在完
成各种任务的过程中逐步形成运用语言的
能力，能“自己站起来走路”。
• Step 4: If activities of each learning
stage (e.g. warning up → presentation
→ practice → production) can be called
“tasks”, do they have the same
function? If not, what do tasks in
different stage function?
• For example, what language learning
would be like if we do not have the last
two steps for the procedure of Topic 1?
For the procedure of Topic 2, what
problems may arise in primary school
English classroom if we start the new
topic from Step 2?
Different tasks
• (1) Enabling tasks
• (2) Communication Tasks
• (3) Final tasks
• ( Nunan 1989:10)
(1) Enabling tasks
• They act as support for communication
tasks. Their purpose is to provide
students with the necessary linguistic
tools to carry out a communication task.
They can be as meaningful as possible;
their main focus is on linguistic
aspects (grammar, vocabulary,
pronunciation, functions, discourse)
rather than on meaning.
• They are overt language learning
experiences, whose aim is to
enable students to communicate
as smoothly and effectively as
possible.
• (e.g: Repeat a dialogue after the tape,
read a dialogue in roles, comprehensive
listening or reading)
• (2) Communication Tasks
•
A communication task is a piece of
classroom work during which learners’
attention is principally focused on
meaning rather than form, that is on
what is being expressed rather than on
the linguistic forms used for
expressing it.
• The communicative task should
have a sense of completeness,
being able to stand alone as a
communicative act in its own right
with a beginning, a middle and an
end.
• (e.g. Ask and answer, guessing game,
role play…)
• (3) Final tasks
•
Final tasks are communication tasks
at their highest point of
communicativeness, at a level that is
realistic and achievable by the students
in a given class. They will serve as
indicators of the development of
communicative competence in a given
class. Final tasks in which the students
in the classroom interact, there is a
tangible end product.
e.g.
 Interview and report the result of
interview
 work out a shopping list
 make up a telephone number book
 plan for a spring outing
 ……
• Step 5: How should the above different
tasks and other teaching methods or
approaches be integrated in the
following instructional model for
teaching primary English?
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 → Enabling task
• Presentation → Enabling task
• Consolidation → Enabling task and
communication Tasks
• Development → Final tasks
Feedback
• 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)
• Step 6: What principles does the taskbased approach follow? /
• Or:
• what are the characteristics of the
approach?
An emphasis on learning to
communicate through interaction in the
target language.
The introduction of authentic texts into
the learning situation.
The provision of opportunities for
learners to focus, not only on language,
but also on the learning process itself.
An enhancement of the learner’s own
personal experiences as important
contribution elements to classroom
An attempt to link the classroom
language learning with language with
activation outside the classroom.
(Nunan 1991）
意义是首要的；
有某个交际问题要解决；
与真实世界中类似的活动有一定关系；
完成任务是首要的考虑；
根据任务的结果评估任务的执行情况。
• （Skehan 1998:95）
Stage 4 Extension
• Extension 1: How are different tasks
designed?
• Step 1: Watch a teaching case based on
“task-based language teaching”.
• Step 2: Think of the following questions
while watching: (1) How does the
teacher design the enabling task,
communicative task and final task? (2)
What stage does the teacher follow?
• Step 3: Exchanging your understanding.
For reference






Pre-task
Complete Task in groups
Planning to report to the class
Report to the class
Analysis
Further Practice
Extension 2:
What does a task consist of?
•
Watch or read another teaching case
like the following and tell what a task
should consist of.
任务型活动设计
•
•
•
•
•
•
•
•
•
活动名称：点菜
活动目的：创设真实情景，让学生运用有关用餐
的英语句型，在食店点菜. 使学生在轻
松愉快的氛围中掌握英语，激发学生的
学习兴趣，并做到学以致用。
适合级别：1级
活动材料：英语菜单若干份
语言技能：Listening and speaking
语言知识：食物名称和价格的表达方法
•
•
•
•
•
•
•
•
提示词语及句型：
1、必备单词和句型句型
＿ rice, hot dog,hamburger,fish, beef, soup,
noodles,Coke, coffe, ear,aple,watermelon…
＿ What would you like?
＿ I’like some milk…
2、扩展词汇与句型
＿ sandiwiches, toufu，pork，mutton，
cabbage,cucumber,chili, white ground （冬
瓜）,carrot（胡萝卜）,onion（洋葱）,spinach
（菠菜）.
•
•
•
•
•
•
Can I help you?
＿How much is it?
＿It’s…
＿How much are they?
＿They’re…
＿Wait a minute.
• 活动形式：四人小组
• 操作过程：
• 1．课前教师和学生把教室布置成中国餐厅
或麦当劳店或肯德基店；
• 2. 课前教师用单词rice, hot dog,
hamburger, fish, beef, soup, noodles,
Coke, coffe, pear, aple, watermelon，
sandiwiches, toufu， pork，mutton,
tomato,potato, cabbage, cucumber,
chili, white ground （冬瓜）,carrot,
onion, spinach（菠菜）, 做成英文菜单若
•
•
•
•
3．教师给每个小组提供一份英文菜单：
（1）中国食店菜单（若干套）；
（2）麦当劳店或肯德基店菜单（若干套）；
4．学生组成四人小组并进行分工：一人扮演服务
员，三人扮演顾客；
• 5．各小组模拟在餐厅、麦当劳、肯德基店进行点
菜；
• 6．各小组轮流上台表演，以语言得体、语音准确、
表达流利为标准评出 “最佳店员”和“最佳顾客”
若干名。
The components of a task:
• Goals
•
Input
•
•
• Activities
Teacher role
TASKS
• (David Nunan, 1989)
Learner role
settings
goals － the kind of goals teachers and
learners identify for a task
order － the location of a task within a
sequence of other tasks;
pacing － the amount of time that is
spent on the task.
product － the outcome or outcomes
students produce, such as a summary
as the outcomes of a reading task;
learning strategy － that kind of
strategy students use when completing
a task;
participation － whether the task is
completed individually, with a partner,
or with a group of other learners;
resources － the materials and other
resources used with a task.
language － the language learners use
in completing a task.
 （Richards et. Al, 2000）
• Extension 3 How is the task-based
approach taken into the text-books for
primary English?
• 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 3: Exchanging your
understanding.
Extension 4
Designing your own
learning activities based on tasks.
• Step 1: Choose one of the following
topics and design a task for your
students.
• food, fruits, sports, entertainment,
colors, weather, movies, numbers,
animals, shopping
• Step 2: Work in groups. Groups are
made up of members who chose the
same topic. Exchange your
instructional designs by discussing or
by micro-teaching. Evaluate the design
with the guide of what you have learned
about task-based language teaching.
Extension 5: What makes a good
learning task?
• Step 1: Micro-teaching
• Step 2: Analyze and think: are the
learning tasks you have designed good
or not? Why?
• Step 3: Exchanging different opinions.
For reference:
Good learning tasks should:
enable learners to manipulate and
practice specific features of language
（语言教学目标，趣味性和知识性）
allow learners to rehearse, in class,
communicative skills they will need in
the real world（真实性、实用性）
activate psychological/psycholinguistic
processes of learning（情感态度）
be suitable for mixed ability groups
（面向全体）
involve learners in solving a problem,
coming to a conclusion （学科相互渗透
和联系，培养综合能力）
be based on authentic or naturalistic
source material （以学生的生活经验和兴
趣为出发点）
involve learners in sharing information
（交际性，合作交流）
require the use of more than one macro
skill（培养听说读写综合技能）
allow learners to think and talk about
language and learning（自主学习，合作
学习）
promote skills in learning how to learn
（培养学习策略）
have clear objectives stating what
learners will be able to do as a result of
taking part in the task（任务驱动）
utilize the community as a resource
（课程资源的开发和利用）
give learners a choice in what way they
do and the order in which they do it（示
范性）
involve learners in risk-taking（鼓励冒
险尝试）
require learners to rehearse, rewrite
and polish initial efforts（促进自我完善）
enable learners to share in the planning
and development of the task（参与性、
自主性）
have built into them a means of
evaluating the success or otherwise of
the task （评价手段，成就感，体验成
功）
Stage 5. Evaluation
• 1. Each of you will be allowed to use
only one sentence to review what you
have learned about “task-based
language teaching and learning”. Do
not repeat what others say.
• 2. What do you think you need to learn
more about the approach?
• 3. What help do you need to get for
further study?
Suggested 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
Observe more videos of teaching cases
or collect more teaching cases shaped
by the new National English Curriculum
Standards.
Do your own action research on “the
application of task-based language
teaching and learning in primary
schools.”