任务型教学Task-basedteachingmethodppt课件

Task-basedteachingmethod1、Definition2、Background3、Advantages&Disadvantages4、Characteristics5、Inpractice1、DefinitionTask-basedlanguagelearning(TBLL),alsoknownastask-basedlanguageteaching(TBLT)ortask-basedinstruction(TBI)focusesontheuseofauthenticlanguageandonaskingstudentstodomeaningfultasksusingthetargetlanguage.Suchtaskscanincludevisitingadoctor,conductinganinterview,orcallingcustomerserviceforhelp.Assessmentisprimarilybasedontaskoutcome(inotherwordstheappropriatecompletionoftasks)ratherthanonaccuracyoflanguageforms.ThismakesTBLLespeciallypopularfordevelopingtargetlanguagefluencyandstudentconfidence.2、BackgroundTask-basedlanguageteachingwasfirstinventedbyanEnglishlinguistAllwrightinthe1970s,popularizedabroadinthe1980s,andintroducedintoChinainthe1990s.TBLLwaspopularizedbyN.PrabhuwhileworkinginBangalore,India[citationneeded].Prabhunoticedthathisstudentscouldlearnlanguagejustaseasilywithanon-linguisticproblemaswhentheywereconcentratingonlinguisticquestions.Task-basedlanguageteachingcanberegardedasoneparticulardevelopmentwithinthebroader“communicativeapproach”.Itiscurrentlymuchdiscussedinmanypartsoftheworldand,indeed,isrecommendedintheofficialcurriculumdocumentsofagrowingnumberofcountriesandregions.AdvantagesTask-basedlearningisadvantageoustothestudentbecauseitismorestudent-centered,allowsformoremeaningfulcommunication,andoftenprovidesforpracticalextra-linguisticskillbuilding.Althoughtheteachermaypresentlanguageinthepre-task,thestudentsareultimatelyfreetousewhatgrammarconstructsandvocabularytheywant.3、Advantages&Disadvantages*Thisallowsthemtouseallthelanguagetheyknowandarelearning,ratherthanjustthe'targetlanguage'ofthelesson.Furthermore,asthetasksarelikelytobefamiliartothestudents(eg:visitingthedoctor),studentsaremorelikelytobeengaged,whichmayfurthermotivatethemintheirlanguagelearning.*DisadvantagesTherehavebeencriticismsthattask-basedlearningisnotappropriateasthefoundationofaclassforbeginningstudents.Themajordisadvantageforbeginningstudentsisthatthefocusoftask-basedlanguagelearningisonoutput,whenbeginninglanguagelearnersoftengothroughasilentperiodrequiringmassiveamountsofcomprehensibleinput.Othersclaimthatstudentsareonlyexposedtocertainformsoflanguage,andarebeingneglectedofothers,suchasdiscussionordebate.Teachersmaywanttokeeptheseinmindwhendesigningatask-basedlearninglessonplan.4、Characteristics1﹑Tasksareactivitiesinwhichstudentsworkpurposefullytowardsanobjective.2﹑Theobjectivemaybeonethatstudentshavesetforthemselvesoronewhichhasbeensetbytheteacher.3﹑Tasksmaybecarriedoutincompetitionwithotheror(moreoften)incollaboration.4﹑Theymaybecarriedoutindividuallyor(moreoften)ingroups.*5﹑Theoutcomemaybesomethingconcrete(e.g.areportorpresentation)orsomethingintangible(e.g.agreementorthesolutiontoaproblem).Themainareaofdisagreementrevolvesaroundtherelationshipbetweentasksandcommunication.Someteachersandwritersdonotseethisrelationshipascrucial.Theydefinealanguagelearningtaskasincludingalmostanythingthatstudentsareasked(orchoose)todointheclassroom,includingformallearningactivitiessuchasgrammarexercisesandcontrolledpracticeactivities,providedtheobjectiveoftheactivityisrelatedtolearningthelanguage.*5、InpracticeThecoreofthelessonis,asthenamesuggests,thetask.Allpartsofthelanguageusedaredeemphasizedduringtheactivityitself,inordertogetstudentstofocusonthetask.Althoughtheremaybeseveraleffectiveframeworksforcreatingatask-basedlearninglesson,hereisarathercomprehensiveonesuggestedbyJaneWillis.Pre-taskInthepre-task,theteacherwillpresentwhatwillbeexpectedofthestudentsinthetaskphase.Additionally,theteachermayprimethestudentswithkeyvocabularyorgrammaticalconstructs,although,in"pure"task-basedlearninglessons,thesewillbepresentedassuggestionsandthestudentswouldbeencouragedtousewhattheyarecomfortablewithinordertocompletethetask.Theinstructormayalsopresentamodelofthetaskbyeitherdoingitthemselvesorbypresentingpicture,audio,orvideodemonstratingthetask.TaskDuringthetaskphase,thestudentsperformthetask,typicallyinsmallgroups,althoughthisisdependentonthetypeofactivity.Andunlesstheteacherplaysaparticularroleinthetask,thentheteacher'sroleistypicallylimitedtooneofanobserverorcounselor—thusthereasonforitbeingamorestudent-centeredmethodology.PlanningHavingcompletedthetask,thestudentsprepareeitherawrittenororalreporttopresenttotheclass.Theinstructortakesquestionsandotherwisesimplymonitorsthestudents.ReportThestudentsthenpresentthisinformationtotherestoftheclass.Heretheteachermayprovidewrittenororalfeedback,asappropriate,andthestudentsobservingmaydothesame.AnalysisHerethefocusreturnstotheteacherwhoreviewswhathappenedinthetask,inregardstolanguage.Itmayincludelanguageformsthatthestudentswereusing,problemsthatstudentshad,andperhapsformsthatneedtobecoveredmoreorwerenotusedenough.PracticeThepracticestagemaybeusedtocovermaterialmentionedbytheteacherintheanalysisstage.Itisanopportunityfortheteachertoemphasizekeylanguage.ThankYou!*