外語教學心理學第七講-Task.ppt

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Task-BasedLanguageLearning-Areview,WeakandstrongCLT,WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunicationStrongversionLanguageisacquiredthroughcommunication,RodEllis’(1990)sixcriteriaforcommunicativeactivities,Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.,TBLTasaStrandofCLT,Nunan(2004)placesTBLTfirmlywithinthetraditionofCLTAnewstrandwithinCLT.‘StrongCLT’(RichardsandRogers)Wills(2007,p.11)‘taskbasedlearningandteachingisadevelopmentonCLT’.Issometimesportrayedas‘real’CLTFocusonmeaning,ratherthanformLsacquirelanguagebyusingitinanaturalway,Thecomponentsofatask,一個任務應該包含哪些要素？Task,PurposeInputContextProcessProduct,,,apurpose:(目的)makingsurethestudentshaveareasonforundertakingthetask教師應該事先向學生介紹該任務的目的Inputdata：（輸入數(shù)據(jù)）Inputdatacanbeverbal,e.g.adialogue,readingpassage,etc.ornon-verbal,e.g.apicture,adiagram,etc.包含言語（對話、短文等）或非言語（圖片、圖表等）信息,,acontext:（語境）thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactors.任務應該在特定的語境下被實施，應當包含特定場所、時間、參與者間的關系等社會語言因素。,,aprocess:（過程）gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualisingandcommunicating.在此過程中應激勵學生運用推理、詢問、交際等學習策略達成任務aproduct:（產出）therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter,etc.)orinvisible(enjoyingastory,learningaboutanothercountry,etc.)任務產生的結果：可視（如書面計劃、信件等）或非可視（欣賞故事、了解異國風情等）形式,不是任務，是什么？Exercises,exercise-tasksandtasks,TaskOne:Considerthefollowingsetsofinstructionsandtelltheirdifferences.SetAEvaluateasetofstatementsbydecidingwhethertheyare“true”or“false”.Studyawrittenpassageandcorrectthegrammaticalmistakes.Putsomequestionsandanswersintothecorrectsequencetomakeaconversation.,,SetBAsksomeonewhattimethenexttrainleavesforthecity.Orderabowlofnoodles.Inviteaclassmatetothemovies.,Theessentialdifferencebetweentaskandexercise,TaskATaskhasanonlinguisticoutcomeExerciseAnexercisehasalinguisticoutcome,,Exercise:ActivitiesweusetofocusSs’attentiononindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Exercise-task:Consistsofcontextualisedpracticeoflanguageitems(oftenaparticulargrammarpoint).Forinstance,itcouldbeanactivitythathelpstheSstomasterthepresentcontinuoustensebygettingthemtodescribewhatishappeninginapicture.（e.g.WhatwereyoudoingwhentheUFOlanded?）Task:Focusesoncompleteactofcommunication.,,Therelationshipbetweenexercises,exercise-tasksandtasksisshowninthefollowingfigure.,,,,,,Focusonindividuallanguageitems,Purposeful&contextualisedcommunication,exercise,exercise-task,task,FeaturesofaLanguageLearningTask,Context,Product,Purpose,Process,ofdoing/thinkinginEnglish,Skills&knowledge,情景,成果,目的,過程,語言知識,語言能力,Describeananimalinapassage,Chooseapet,Readanarticleaboutthebenefitofkeepingpets,Writealeafletforazoo,Compareanimals,Giveadviceonhowtotakecareofpets,Identifythebodypartsofanimals,Writinganimalriddles,Learnthevocabularyaboutanimals:appearance,habitat,nature,sounds,movements,Discussifdogsshouldbeallowedonpublichousingestates,Animals,Whichoftheseareexercises?,Chooseapet,Writealeafletforazoo,Giveadviceonhowtotakecareofpets,Writeanimalriddles,Discussifdogsshouldbeallowedonpublichousingestates,Animals,Whatarethey?,Tasks?,Activities?,Activities,TransformingExercises?ActivitiesActivities?Tasks,Describingananimal,FromExercisestoActivities,Identifyingthebodypartofanimals,,Explaininghowtotakecareofapet,Writinganimalriddles,Writingaleaflettodescribeanimals,Choosingapet,Debating:Keepingpetsisagoodhobbyforchildren,Givingadviceonhowtotakecareofpets,Readingaboutthepros&consofkeepingpets,Discussingifdogsshouldbebannedfrompublichousingestates,Comparinganimals,Writinganessaytodiscusstheissueofbanningdogsfromhousingestates,,,,,,Fromactivitiestotasks,Writeananimalriddle,Writealeafletaboutanimals,Chooseapet,Giveadviceonhowtotakecareofpets,Writeanessaytodiscusstheissueofbanningdogsfromhousingestates,Debate:Keepingpetsisgood,WriteaLost&Foundnoticeaboutadogfoundinthepark,Preparesomeanimalfactsheetsforapetshoporzoo,Writeanemailtoadvisealonelychildtokeeppetsforcompanion,Writeanadvicecolumnfortheclassmagazinetogiveadviceonpetcare,Writeanjudgingcommentsondogsinapetcontest,Writealetterinresponsetoanorderbanninganimalsfromone’shousingestate,,,,,,,AContinuumofExercises&Tasks,Drawing&labellingananimalDescribing&comparinganimalsReadingaboutthepros&consofkeepingpetsDiscussingifdogsshouldbebannedfrompublichousingestates,WritinganimalriddlesWritingaleafletaboutanimals/petsSpeakingaboutthebenefitsofkeepingpetsChoosingapetGivingadvicehowtotakecareofpetsDebatingifdogsshouldbeallowedonpublichousingestates,WritingaLost&FoundnoticeaboutanastraydogintheparkPreparingsomefactsheetsforanimalsinapetshop/zooWritinganadjudicator’scommentsheetcomparingthefinalistsinabeautypageantfordogsWritinganadvicecolumnfortheclassmagazineadvisingreadershowtotakecareofpetsWritingaletterinresponsetoanorderbanninganimalsfromone’shousingestate,,Skills-gettingexercises,Skills-usingactivities,LanguageTasks,Nowadaysmanypeopleliketokeepdogsaspet.Youcanseethemwalkingtheirdogsinthepark,onthestreetsandeveninthecorridorofthebuildingwheretheylive.Thedogsoftencausealotofproblemandinconveniencetotheneighbours.Sosomehousingestatesputoutabanondogs.Writeaone-sidedargumentativeessaytoexpressyourviewaboutthis.,Isthisawritingtask?,Youliveinahousingestatewheredogsarebanned.RecentlyyoursisterhasgotalovelyPekineseasagift.Thismorning,however,youreceivedaletterfromtheManagementCompanyremindingyouoftheestatebanagainstdogs.DecidewhatyouwoulddoandwritearesponsetotheManagementletter.,Youliveinahousingestatethatallowsnodogs.Howeveryoufindlatelythatmanyresidentshaveviolatedthebanandyesterday,youryoungbrotherwasbadlyscaredbyaviciouslookingdogintheelevator.Youareangryandworriedaboutthesituation.Writealettertothemanagementcompanytoexpressyourfeelingandconcernandsuggestwhatactionsshouldbetaken.,,Arethesetasks?,Youliveinahousingestatewheredogsarebanned.RecentlyyoursisterhasgotalovelyPekineseasagift.Thismorning,however,youreceivedaletterfromtheManagementCompanyremindingyouoftheestatebanagainstdogs.DecidewhatyouwoulddoandwritearesponsetotheManagementletter.,context,purpose,product,processofthinking&doing,knowledge&skills,Thinking:What’sthedecision?Reasons?Howwillyoupresentyoursituation&decisionintheletter?,Knowledge:Languageforarguing/reasoningaskingforspecialfavourapologising,+,,Couldbeatwo-sidedargumentwithintheletter,?,Tasks:WhatandWhy,AuthenticcontextApplicationoflanguageskillsandknowledge,valuesandattitudes,etc.inanintegratedmanner,UsetaskstobringreallifeintotheclassroomHelpstudentstoimaginethemselvesasthecharactersinthesituation&getthingsdone(findthemissinginformation,solveaproblem,etc),,ATaskoranExercise?,Therearetworestaurantscloseby.Comparethemintermsoftheirmenus,prices,serviceandenvironment.Discussanddecidewhichisabetterplacetohavedinner.,TonyandJennyaregoingoutfordinner,buttheycan’tdecidewhichrestauranttogoto.Theyarestandingoutsidetworestaurantscomparingthemenus,prices,serviceandenvironment.Discussandmakeachoiceforthem.,Integrativelanguageuse,,,,,,,,,PPPVS.TBLT,,第一階段為Presentation(教師講解)：幫助學生了解某一語法規(guī)則，并將該語法規(guī)則套用在教材中。第二階段為Practice(學生練)：讓學生有機會練習使用該語法規(guī)則和形式。第三階段為Production(學生用)：學生依照前面所學知識，隨后運用在不同情境中，也就是學生的最后學習成果的呈現(xiàn)。,第一階段為Pre-task：教師先講解課程內容及意義，并配合活動講授預備知識。第二階段為Taskcycle：在Taskcycle部分又分為→Task，Planning，Report。教師將學生分成若干組進行小組談論，學生可盡情討論任務內容，無需擔心犯錯；教師扮演協(xié)助者的角色。第三階段為Languagefocus：在languagefocus階段又可分為→analysis、practice。學生能夠反思所學內容和知識。,,