《中学英语教学法》课程教学课件（PPT讲稿）Chapter 5 Schools of FLT methods（4/4）

Chapter 3 Schools of FLT methods (5)

Chapter 3 Schools of FLT methods (5)

Task-Based Language Teaching 任务型语言教学 I.Second Language Acquisition and TBLT Ⅱ.What is TBLT Ⅲ.What Are Tasks? IV.Why do we use TBLT? V.Task Analysis VI.Planning Classroom Work VII.Principles of task design VI.Performance Assessment TBLT

Task-Based Language Teaching 任务型语言教学 Ⅰ. Second Language Acquisition and TBLT Ⅱ. What is TBLT Ⅲ. What Are Tasks? Ⅳ. Why do we use TBLT? Ⅴ. Task Analysis Ⅵ. Planning Classroom Work Ⅶ. Principles of task design Ⅷ. Performance Assessment & TBLT

I Second Language Acquisition Research ■“Practice makes perfect”does not always apply to learning grammar. They(students)often fail to use it correctly when expressing themselves freely.This temporary mastery seems to happen when they are paying conscious attention to form,but not when they are trying to communicate and paying attention to meaning. Jane Willis

Ⅰ. Second Language Acquisition Research ◼ “Practice makes perfect” does not always apply to learning grammar. ◼ They( students) often fail to use it correctly when expressing themselves freely. This temporary mastery seems to happen when they are paying conscious attention to form, but not when they are trying to communicate and paying attention to meaning. ◼ Jane Willis

根据语言习得的规律 1语法知识的记忆不能保证语言使用的正确 Knowledge of grammatical rules was no guarantee of being able to use those rules for communication.Learners who were able to identify instances of rule violation,and who could even state the rule,frequently violated the rules when using language for communication. David Nunan 1999

根据语言习得的规律 1. 语法知识的记忆不能保证语言使用的正确 ◼ Knowledge of grammatical rules was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication. ◼ David Nunan (1999)

2.语言知识加交际的机会比仅仅讲语法更能提 高学生使用语言的流利程度与语法的准确度 Grammar opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery Eisenstein(1985) ■(1985年作了一个实验，实验组教语法，但课外有实践 的机会。另一组只讲语法。结果实验组交际能力强。而 语法测试的成绩也比单讲语法的班好，虽然他们学的语 法少。)

2. 语言知识加交际的机会比仅仅讲语法更能提 高学生使用语言的流利程度与语法的准确度 ◼ Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985) ◼ (1985年作了一个实验，实验组教语法，但课外有实践 的机会。另一组只讲语法。结果实验组交际能力强。而 语法测试的成绩也比单讲语法的班好，虽然他们学的语 法少。）

3.学习者的参与与语言熟练程度的提高关系极大 Learner participation in class is related significantly to improvements in language proficiency

3. 学习者的参与与语言熟练程度的提高关系极大 ◼ Learner participation in class is related significantly to improvements in language proficiency

4基本上以“交际”为导向的课堂教学，但同 时也有明确的语法讲解，要比只注重语法教学 或回避语法讲解的沉浸式教学都更好 Classrooms that were basically "communicative"for explicit grammatical instruction,were superior to both traditional classrooms that focused heavily on grammar,and to immersion programs that eschewed explicit grammatical instruction

4. 基本上以“交际”为导向的课堂教学，但同 时也有明确的语法讲解，要比只注重语法教学 或回避语法讲解的沉浸式教学都更好 ◼ Classrooms that were basically “communicative”for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction

5当学习者积极地参与用目的语进行交际的尝试 时，语言也被掌握了。当学习者所进行的任务使 他们当前的语言能力发挥至极点时，习得也扩展 到最佳程度 Language is acquired as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that“push” them to the limits of their current competence

5. 当学习者积极地参与用目的语进行交际的尝试 时，语言也被掌握了。当学习者所进行的任务使 他们当前的语言能力发挥至极点时，习得也扩展 到最佳程度 ◼ Language is acquired as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that “push” them to the limits of their current competence

Four conditions of language learning ■ Exposure(rich,comprehensible input, language in use) Use of the language to do things, exchange meanings) Motivation to process and use the exposure:listen read the language;speak and write it) Instruction chances to focus on form

Four conditions of language learning ◼ Exposure ( rich, comprehensible input, language in use) ◼ Use ( of the language to do things, exchange meanings) ◼ Motivation ( to process and use the exposure: listen & read the language; speak and write it) ◼ Instruction ( chances to focus on form )

II.What is Task-Based Language Teaching ■Focuses on the construction, sequencing,and evaluation of particular goal-related 】action complexes that learners carry out either by themselves (see Prabhu's model 1987)or jointly (see Kumaravadivelu 1993) (Candlin Murphy 1987;Nunan 1989)

Ⅱ. What is Task-Based Language Teaching ◼ Focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves (see Prabhu’s model 1987) or jointly (see Kumaravadivelu 1993) ◼ (Candlin & Murphy 1987; Nunan 1989)