资源描述
SLS680P:Task-based language teachingIntroducing TBLTTBLT:Recent DevelopmentsInternational Conference on TBLT 20052nd International Conference on TBLT 20073rd International Conference on TBLT 2009TBLT 2011?TBLT:Recent DevelopmentsICTBLTNTERNATIONALONSORTIUM onASKASEDANGUAGEEACHINGEncourageGuideDevelopSupportFund TBLT:Recent DevelopmentsNew book series Task-Based Language Teaching:Issues,Research and PracticeVol 1:Task-Based Language Teaching and Learning:A ReaderVol 2:Towards a Researched Language PedagogyVol 3:Second Language Task Complexity:Researching the Cognition Hypothesis of Language Learning and PerformanceTBLT:Recent DevelopmentsAILA Colloquium on Task Complexity-2008Tasks in language teachingTARGET LANGUAGESEnglishDutchFrenchCzechChineseArabicUkranianJapaneseRussianSpanishKoreanGermanItalianPROGRAM TYPESSecondLanguageForeignLanguageVocationalEducationGeneralEducationLocalInnovationSmallClassesNationalEd.PolicySpecialPurposesAdultChildUniversityRequirementLargeClassesBeginningLearnersAdvancedLearnersFace-to-FaceOnlineTasks in language teachingWhat are the fundamental problems of language education?TBLT:Whats at stake?LanguageEducation?Does it work?for whom,when,why?Whats it worth?to whom,when,why?How does it work?for whom,when,why?Can it be improved?by whom,when,why?Why Task?Whats a task?Skehan(1989)generic definition of language task:-Meaning is primary-There is some communication problem to solve-There is some relationship with real-world activities-Task completion has some priority-The assessment of the task is in terms of outcomesWhy Task?Whats a task?Swales(1990)notion of task:“A task-driven methodology thus keeps an appropriate focus on rhetorical action and communicative effectiveness,however much the means to those communicative ends may involve,in various ways and to variable extent,the analysis and discussion of texts and situation,and the teaching and practice of form.”(p.72)Why Task?Whats a task?SamudaBygateHolistic versus Analytic educational experienceWhat is planned versus what happensWhat the teacher does versus what the learners doLearning process versus learning productA task-based approach forces us to think in considerable depth about these and related issues.Why Task?Whats a task?holistic L2 usemeaningful outcomesindividual+groupbegins with inputComplex,multi-phasedL2 learning targetConditions mattermultiple pedagogic purposesWiddowson comment,AILA 2008:“Any language teaching activity can be considered a task”Do you agree?Tasks and philosophy of educationWhy task?A few educational tenetsDeweyFreinet,Kilpatrick,KolbFreireBrunerBarnesEd-phil proposals related to task-based learning:experience,personal relevance,active engagementpurposeful action,individual-general connections,school-outside,doing+reflecting+doingpersonal engagement,participation,transformationability to use,mental effort,multi-task connectionsexploratory v.final,process v.product,structured v.open“All genuine education terminates in discipline,but it proceeds by engaging the mind in activities worthwhile for their own sake.”Dewey(1933),pp.86-87Why task?A few educational tenets“This discussion rejects the doctrine that students should first learn passively,and then,having learned,should apply knowledge.In fact,the applications are part of the knowledge.For the very meaning of things known is wrapped up in their relationships beyond themselves.Thus,unapplied knowledge is knowledge shorn of its meaning.”Whitehead,1947,pp.218-219 Why task?A few educational tenets“Effective education requires that we receive sensible news of our behavior and its results.We hear the words we have spoken,feel our own blow as we give it,or read in the bystanders eyes the success or failure of our conduct.Now this return wave.pertains to the completeness of the whole experience.William James(n.d.)Why task?A few educational tenets“Consider now what benefits might be derived from the experience of learning through discoveries that one makes oneself.I shall discuss these under four headings:(1)the increase in intellectual potency,(2)the shift from extrinsic to intrinsic rewards,(3)the learning of the heuristics of discovering,and(4)the aid to conserving memory.Jerome Bruner(1979,p.83)Why task?A few educational tenetsTeaching for expertise and successful intelligence:“For starters,this means having students do tasks,or at least meaningful simulations,that experts do in the various disciplines.Second,it means teaching them to think in ways that experts do when they perform these tasks.”Sternberg(2003),p.5Why task?A few educational tenetsTask-based practice in other domainsMedical schoolNursingMath educationTechnology-mediatedlearningEnvironmental studiesSocial workTask-BasedPracticeMusic educationCollege compositionThe potential of task-based practice:One exampleWilliam ReidReid.W.J.(1992).Task strategies:An empirical approach to social work practice.New York:Columbia University Press.Social work problems:truancy,aging,delinquency,substance abuse,family healthTask-CenteredPracticeEmpirical JustificationEmpirical ImplementationTheory Learning,behavior,cognition ResearchPsychosocial change,Problem solving EvaluationCase work practice,Intervention outcomesNeeds Identify,agree,prioritizeAction Plan,rehearse,attempt,feedback Assessment Task accomplishment,Problem changeDevelopmentPractitioner-friendly methodsImprovementField-tested findingsThe potential of task-based practice:One example“Reid was the single most significant figure in social work research”Shaw(2004)p.113The potential of task-based practice:One exampleWhy Task?What can we discern from other disciplines?-Tasks are motivating,personalizable-Tasks encapsulate valued human activity-Tasks are holistic-Tasks provide opportunities for meaningful feedback-Tasks stimulate key cognitive and emotional mechanisms-Tasks have structure:beginnings and ends-Task learning occurs effectively outside of the classroom-Tasks enable the learning of K+A+D+WTasks provide a“means of creating experience-based opportunities for language learning”Samuda&BygateEarly emergence of Task-Based Language TeachingWhat is task-based language learning?1.Societal need for change in language educationValueOutcomesMethods2.Emerging notions of L2 acquisitionProcessesImpedimentsIndicatorsProposalsPracticesFindingsHypothesesObservations1.Societal need for change in language educationValueOutcomesMethods2.Emerging notions of L2 acquisitionProcessesImpedimentsIndicatorsDiscussionsOpportunity for a researched language pedagogyWhat is task-based language learning?Who came up with these ideas?TBLTEarly 80sLancasterCandlin(Bygate)(Samuda)UHLong(Crookes)(Duff)BangalorePrabhuCLTLate 70sUKBreenBrumfitCandlinJohnsonWiddowsonUCKrashenLongTerrellOtherLarsen-FreemanLittlewoodSavignonSwainWhat does Candlin(1987)foreshadow?Not just communicative classroom activitiesBasis for syllabus construction as wellComprehensive approach,including evaluationIssues that task-based approach handles well:different learners,different learningtargeting declarative&procedural Kinvolving learners in own learningPrinciples for task-based teachingComponents of pedagogic tasksNotion of different task types for distinct purposesRelation to larger educational goals(learner dvlpt.)Possible bases for curricular sequencing decisions+early role for ongoing evaluationTask-BasedLanguageTeachingCognitive PsychologyPhilosophy of EducationCurriculum theorySLAPlanning and policyLearnersAssessmentCurriculumInstructionTeacher developmentMaterialsRationales and PrinciplesL2 Education ProgramsSocial theoryNeedsApplied toInform?So what is TBLT?A post-method educational frameworkLanguage teachinganother L2 teaching method bandwagonThe critics saycognitive-interactionist SLA hegemonywont work with _ learnersnot possible in _ program settingstoo much task,not enough languagenot happening in practiceTBLTTasks in language teachingTask-Based Language Teaching:A(nother)method forlanguage teaching.The potential of task-based practice:TBLTTask-Based Language Teaching:A(nother)method forlanguage education practice.The potential of task-based practice:TBLTTask-Based Language Teaching:An empirical approach tolanguage education practice.The potential of task-based practice:TBLTMajor challenges:Teacher development and autonomyWhat needs,values,targets,tasks?Curriculum and syllabus ordering/organizingLocal materials developmentDidacticizing tasks to balance multiple goalsAssessment to instruction alignmentContextual,policy,and other constraintsThe challenge of task-based practice:TBLTThings in pockets taskIn groups of five,begin the TIP task.One member of the group should serve as a non-participatory task observer.See handout.
展开阅读全文