任务型语言教与学（英语ppt课件）

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Chapter 1,Tasks in SLA and language pedagogy,Chapter 1Tasks in SLA and lang,Introduction,Why mentioned this concept?,-using language, communicating information,- real-time communication,IntroductionWhy mentioned this,Defining a “task”,Dimensions:,scope, perspective,authenticity,language skill, cognitive processes, outcomes,Defining a “task”Dimensions:,Scope,task- meaning-focused,exercises-form-focused,task- language users,exercise-language learners,Scope,Perspective,designer,participants,Perspective,Authenticity,real-world activity,real-world task,Authenticity,Language skill,oral,written,Language skill,Cognitive processes,“comperhending, manipulating, producing, or interacting in the target language” (Nunan 1989),.selecting, reasoning, classifying, sequencing information, and transforming information from one form of representation to another,Cognitive processes,Outcomes V.S. Aim,Outcomes refers to what the learners arrive at when they have completed the task.,Aim refers to the pedagogic purpose of the task, which is to elicit meaning-focused language use, receptive and/or productive.,Outcomes V.S. Aim,Criterial features of a task,1.A task is a workplan,2.A task involves a primary focus on meaning,3.A task involves real-world processes of language use,4.A task can involve any of the four language skills,5.A task engages cognitive processes,6.A task has a clearly defined communicative outcome,Criterial features of a task1.,Unfocused and focused tasks,? Whats the diference between and why do we need to distinguish these two concepts?,Unfocused and focused tasks? W,The design features of tasks,Wright (1987): iuput data, output,Nunan (1989;48): input, activities, goals,Canale (1983): linguistic competence, siciolinguistic competence, discourse competence, strategic competence,The design features of tasksWr,Tasks in SLA research,Bilingual Syntax Measure (BSM) (Burt, Dulay, and Hernandez 1973),Interaction Hypothesis (Long 1981 and 1983),Scaffolding, collaborative dialogue (Vygotskian),Tasks in SLA researchBilingual,Tasks in language teaching,Communicative language teaching,Task-supported language teaching,Task-based language teaching,Tasks in language teachingComm,CLT aims at giving the learners a authentic,communication,environment to develop the learners ability in using language.,interactional function,transactional function,(Brown and Yule 1983),weak and strong versions (Howatt;1984),CLT aims at giving the learner,weak version,Stressing the importance of providing learners with opportunities to use English for the purpose of communication,(learning to use),strong version,Language is acquired through communication, through communication we can stimulate the development of language system.,(using English to learn it),weak versionStressing the impo,Chapter 2,Tasks, listening comprehension, and SLA,Chapter 2,Introduction,listening = input,listening task can be the starting stage for low proficiency learners (beginners),non-threatening (no competition),two types of listening:1. main idea,2. specific / detailed infromation,Introductionlistening = input,Listening-to-comprehend,1. The listeners role,Goffman(1981): overhearers,( accidentally hear what other people are saying, when they do not know that you have heard),addressees,hearers,? I am not quiet sure for the relationship of the above 3 factors in listening?,Listening-to-comprehend1. The,2. Listening purpose,- understand the scripts fully,- indeterminate understand,the listening scripts,2. Listening purpose,3. The utilization of schematic knowledge,Three types of content schemata:general factual knowledge; local factual knowledge; socio-culture knowledge (Andersen and Lynch 1988),Listeners comprehend a text in 3 ways: interpretation; prediction; hypothesis testing,3. The utilization of schemat,two models: top-down down-top,two models: top-down down-to,4. The utilization of contextual knowledge,Listeners make use of contextual clues in conjunction with their schematic knowledge.,Listening comprehend not listening-to-acquire.,4. The utilization of contextu,5. The collaborative construction of a mental model,5. The collaborative construct,6.An interactive model of listening comprehension,bottom-up processing,top-down processing,6.An interactive model of list,Listening-to-learn,P45-P49,Listening-to-learnP45-P49,Researching listening tasks,tasks: interactive / reciprocal,non-interactive / non-reciprocal,Listen-and-do tasks:1. goal,2.input,3.conditions,4.procedures,5.predicted outcomes,Academic listening tasks: note quality & comprehension,Researching listening taskstas,Conclusion,Theoretical considerations,Methodological considerations,Pedagogic considerations 2017 09 04,ConclusionTheoretical consider,Chapter 3,Tasks, interaction, and SLA,Chapter 3Tasks, interaction, a,Introduction,1. the negotiation of meaning,2. communicative strategies,3. communicative effectiveness,Introduction1. the negotiation,The study of learner interaction,The negotiation of meaning,Four strategies:p71,1. comprehension check,2. clarifiation requests,firmation checks,4. recasts,The study of learner interacti,communicative strategies,1. reduction(?),2.achievement,communicative effectiveness:,Three kinds of ability (Yule 1997),perceptual/comparision/linguistic,communicative strategies,Interaction and language acquisition,The Interaction Hypothesis:,The Interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by,face-to-face,interaction and communication.,Q: WHAT ABOUT ONLINE COMMUNICATION?,Interaction and language acqui,Communication strategies and language acquisition:,the more language learners acquire, the more communicatively effective they become; the more effective they are as communicators, the more opportunities for language acquisition they obtain.,Communication strategies and l,Investigating tasks: a review of the L2 research,Task features:,1) required vs. optional information exchange,2) information gap: one-way vs. two-ways tasks,3) task outcome: open vs. closed tasks,Investigating tasks: a review,Task implementation,1) participant role,2) task repetition,3) interlocutor familiarity(students can perform a task with the one who are familiar or not),4) type of feedback,Task implementation1) particip,Chapter 4,Tasks, production and language acquisition,Chapter 4Tasks, production and,The representation of linguistic knowledge,1) the nature of the faculty for language : UG symbolist and connection theories,2) implicit and explicit knowledge:,im.: no aware ex.:aware, verbalize,3) Rule- and exemplar-based linguistic knowledge,The representation of linguis,Language production,information-processing models(Levelt 1989): three principal components: conceptualizer, formulation, articulation,Language productioninformation,Production and language acquisition,six roles of production,three aspects of production: fluency, accuracy, complexity,Production and language acquis,Task performance and production: a review of the research,Measuring language production,analysis of speech unit (AS-unit),The effects of task design variables:,1 the type of input the task supplies 2 the task conditions 3 the task outcomes,Task performance and productio,Input variables,1. contextual support,2. number of elements in a task,3. topic,Task conditions,1. shared vs. split information,2. task demands,Input variables,Task outcomes:,1 closed versus open tasks,2 the inherent structure of the outcome,3. discourse modle,Task implementation factor: planning(the effects of online planning/ strategic planning), rehearsal, post-task requirement,（,10,点,15,分,911,）,Task outcomes:,Chapter 5,Focused tasks and SLA,Chapter 5Focused tasks and SLA,The psycholinguistic rationale for focused tasks,Skill-building theories and automatic processing,.automatic processing involves the activation of certain nodes in memory each time the appropriate inputs are present. This activaton is a learned response that has been bulit up through consistent mapping of the same input to the same pattern of activation over many trials.(McLaughlin and Heredia 1996:214),input activate (old knowledge),The psycholinguistic rationale,restructuring (McLaughlin 1990),U-shaped pattern,declarative knowledge,（,grammar rules taught by teachers,）,procedural knoeledge(D.K. is automatized, without any thinking),feedback: learn-perform-learn,restructuring (McLaughlin 1990,U-shaped pattern,The skills start out at a high performance level and over time the skills descend to a lower position on the Y-axis. After another period of time the skill once again ascends to a higher position on the y-axis.,immature,intuition,mature,intuition,U-shaped patternThe skills sta,Theories of implicit learning,implicit learning (N. Ellis 1994:1),Implicit learning is the learning of complex information in an incidental manner, without awareness of what has been learned.,unconsciously,automatic,two stages: intake; acquisition,Theories of implicit learningi,Designing focused tasks,1. Structure-based production tasks,“a task that involves exchange of information and automatized the existing knowledge, a task which makes the target structure natural, useful or essential “(Ellis, 2003,）,. The role of structure-production tasks in eliciting various question forms in lower proficiency EFL learners was studied by Mackey (1999).,Designing focused tasks 1. St,She noted that when the tasks were performed interactively with native speakers, the learners often had difficulties producing a particular question form. But, if the tasks were persisted, students were able to formulate more target-like and comprehensible question to their interlocutor. The result also indicated that learners who completed the given tasks (story completion, picture sequencing and differences) manifested clear developmental gains in their production (Ellis, 2003).,（ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 5, pp. 1078-1089, May 2015 DOI: http:/dx.doi.org/10.17507/tpls.0505.24）,She noted that when the tasks,2. Comprehension tasks,1) Input enrichment,feature: frequent; salient in the input,2) Input processing,Three key components:A. an explanation of a form-meaning relationship,eg. He beated me.= I was beaten by him.,B. information about processing strategics,C. structured-input activities,2. Comprehension tasks,3. Conscioueness-raising tasks,main characteristics of C.R.,1) There is an attempt to isolate a specific linguistic feature for focused attention,2) The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature,3) The learners are expected to utilize intellectual effort to understand the targeted feature.,4) Learners may be optionally required t verbalize a rule describing the grammatical structure.,3. Conscioueness-raising tasks,C.R.,thesis:,raising the consciousness of lexical chunks,C.R.thesis: raising the consci,A number of studies have investigated whether C-R tasks are effective in developing explicit knowledge of the L2.,A number of studies have inves,Implementing focused tasks,1) Implicit methodological techniques,feedback: clarification requests,(teachers repeat the knowledeg in the right way),/,recasts,(students retell what he has learnt),2) Explicit methodological techniques,pre-emptive,(asking a question or check by himself with metacognitive),/ responsive focus,(negative feedback),Implementing focused tasks1) I,Chapter 6,Sociocultural SLA and tasks,Chapter 6Sociocultural SLA and,Introduction,A sociocultural theory of mind (SCT),1.,Mediated,learning,use of some material tool(words card to remember new words),interaction with another person,use of,symbols (language),Lantolf(2000a):mediation by others in social interaction,mediation by self through private speech,mediation by artifacts(technology),IntroductionA sociocultural th,2. Verbal interaction and learning,1) to use new language structures and items through collaboration with others,(practice),2) to subsequently engage in more independent use of the structures they have internalized in relatively undemanding tasks,(practice makes perfect),3) to finally use the structures in cognitively more complex tasks,(consolidation and production),2. Verbal interaction and lear,3. Private speech,Ohta (2001b:16): audible speech not adapted to an addressee.,(what the speaker says just can be understood by himself),4.,The zone of proximal development,3. Private speech,I,ndividual have difference in ZPD, how the teacher make a standard to give different students help?,Individual have difference in,5. Scaffolding, collaborative, dialogue and instructional conversations,features of scaffolding:,1) recruiting interest in the task,2) simplifying the task,3) maintaining pursuit of the goal,4) marking critical features and discrepancies between what has been produced and the ideal solution,5) controlling frustration during problem solving,6) demonstrating an idealized version of the act to be performed,5. Scaffolding, collaborative,Activity theory,“a unified account of Vygotskys original proposals on the nature and development of human behavior”(Lantolf 2000b:8),Three dimensions of cognition-motives,(why), goals,(what), and operations,(how),Activity theory,Task-based research based on a sociocultural theory of the mind,1.Constructing an activity out of a task,task vs. activity,orientation(how learners view a task),intersubjectivity:,In its weakest sense, intersubjectivity refers to agreement. There is intersubjectivity between people if they agree on a given set of meanings or a definition of the situation.,goal-directedness and L2 acquisition,Task-based research based on a,2. Tasks as instrument of cognitive change,scaffolding and collabrative dialogue,metatalk,private speech,2. Tasks as instrument of cogn,Chapter 7,Designing task-based language courses,Chapter 7,A framwork for task-based course design,A framwork for task-based cour,sequencing criteria,the revise order of textbook:,from lower level to higher level,from easy to complex,frequency is also important,sequencing criteriathe revise,Classifyng tasks,A pedagogic classification:,1.listing,2.ordering and sorting,paring,4.problem-solving,5.sharing personal experiences,6.creative tasks,Classifyng tasksA pedagogic cl,A rhetorical classification,of tasks draws on theories of rhetoric that distinguish different discourse domains in terms of their structure and linguistic properties-narrative, instructions, description, reports, etc.,A rhetorical classification of,A cognitive classification,1. information gap activity,encoding & decoding the information,2. reasoning-gap activity,get some new info. through the given info. by inference, deduction, practical reasoning.,3. opinion-gap activity,discuss in a given situation, and know a personal preference, feeling, or attitude,A cognitive classification,A psycholinguistic classification,1.,interactant,relationship,negotiation,2. interaction requirement,all participants in a negotiation,3. goal orientation,convergnce(collaboration) divergence(independence),4. outcome options,closed and open,A psycholinguistic classificat,GO FOR IT,Grade 8,In this task, all the students can be requested to answer the above survery. At the same time they are also the information suppliers. After the group discussion, they are required to report and then they hold all the information which they collected before. And for the change of their roles in the task, we call-interactant relationship. Its a two-way task, students have two roles at the same time(Information gatherers and suppliers).,GO FOR IT Grade 8In this task,A general framework,A general framework,The thematic content of tasks,The thematic content of tasks,Sequencing tasks,Factors relating to input,1) input medium:,oral, written, pictures, diagrams,etc.,2) code complexity:,high frequency vocabulary and a low level of subordination(simple sentences),3) cognitive complexity:,information type(static,dynamic,abstract); the number of different elements or relationships involved,4) context dependency:?,5) familiarity of information,:familiar content,Sequencing tasksFactors relati,Factors relating to task conditions,1) conditions influencing the negotiation of meaning,2) task demands,3) discourse mode:,monologic or dialogic,Factors relating to task condi,Factors relating to task outcomes,1) medium of the outcome,2) the scope of the outcome,3) the discourse domain of the outcome,4) complexity of the outcome,任务型语言教与学（英语ppt课件）,Constructing a task-based syllabus,1. determining goals of the course,2. choosing task types and themes,3. specifying the teaching context,4. sequencing tasks,Constructing a task-based syll,Incorporating a focus on form into a task-based syllabus,1.selecting and sequencing linguistic content,2.specifying the linguistic content for developing implicit knowledge,3.specifying the linguistic content for developing explicit knowledge,Incorporating a focus on form,Chapter 8,The methodology of task-based teaching,Chapter 8,A framework for designing task-based lessons,A framework for designing task,1) supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson,2) asking students to observe a model of how to perform the task,(task model learning),3) engaging learners in non-task activities designed to prepare them,(vocabulary and grammar learning),4) strategic planning of the main task performance,(no planning / language focus / content focus),1) supporting learners in perf,Participatory structure,Teacher-class means the teacher is also a participant of the task, it will lead a nervous atmosphere in the classroom.,2 & 3 are better than 1, teacher can be the instructor or helper druing the task.,Participatory structureTeacher,Working on tasks in pairs and groups,advantages:,quantity of learner speech can increase/ reduce anxiety/ increase motivation/ increase enjoyment/ increase independence/ increase learning,disadvantage:,learners prefer tradtional to communicative(Nunan 1989)/ learners find their progress is very little/ limitation of learners oral proficiency,Working on tasks in pairs and,Cooperative learning,1) students orientation to the task,2) individual accountability,3) group composition,4) distribution of information,5) physical arrangement of students,6) collaborative skills,7) group permanence and cohesion,8) teachers role,Cooperative learning1) student,Working on tasks in a whole-class context,1. teacher talk:,L1 OR L2/ complexity/ quantity of the teachers talk.,2.,instructional conversations,3. peer teaching,The steps in an,instructional conversation,are:,1. Choose a focus.,2. Prepare for the instructional conversation.,3. Begin the conversation.,4. Expand the conversation.,5. Write in learning logs.,(1 5 post-task ),Working on tasks in a whole-cl,Chapter 9 & 10,Assessment and Evaluating of the TBLT,Chapter 9 & 10Assessment and E,Assessment and Evaluating,Assessment is mainly used for test whether the students complete the tasks.,Evaluating is mainly used for evaluate the task it-self and wether the whole class is successful or not.,Assessment,测试,Evaluating,教学评估,Assessment and EvaluatingAsses,Types of language assessment,Types of language assessment,information-transfer tests,information-gap,information-transfer testsinf,opinion-gap: composition,opinion-gap: composition,reasoning gap,reasoning gap,The components of a task-based test,1) a task,：,must have a content an appropriate discourse domain must be activated in the testee被试者.,2) an implementation procedure: planning time,（,how long will the test lasts,）,/ interlocutor,（,participants,）,/,3)