Unit 2 Communicative Principles and Task-based Language Teaching

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,*,Unit 2 Communicative Principles and Task-based Language Teaching,Terms:,Teaching methodology,= teaching pedagogy,CLT,= Communicative Language Teaching,TBLT,= Task-based Language Teaching,PPP,= Presentation, Practice and Production,Five-step teaching method= revision, presentation, practice, production and consolidation,Aims of the unit,1. How is language learned in classrooms different from language used in real life?,2. What is communicative competence?,3. What are the implications of CLT to teaching and learning?,4. What are the main features of communicative activities?,5. What is Task-based Language Teaching?,6. How is Task-based Language Teaching different from PPP?,7. Are there limitations of CLT and TBLT?,Have you had your lunch?,The traditional teaching steps:,Step 1,Teacher:,Read the sentence, and then get the students to read the sentence after the teacher.,Step 2 Teacher,: Explain the meaning and translate the sentence,into Chinese,.,Step 3 Teacher,: Explain the grammatical structure or rules and tell the students to be clear and remember the tense used in the sentence: The present perfect tense, and the formation of this kind of tense (have + p.p), and the form of question and negation (Have/has+ subj.; Subj.+ have/ has + not), and their abbreviation: havent/hasnt.,Step 4 Teacher,: give more examples, such as:,Have you had your breakfast?,Answer: Yes, I have,/,No, I havent,Step 5 Students,:,do p,attern drills-read the examples aloud again and again.,Step 6 Students,: Do some written exercises.,In this way, the structure of the sentence will be learned and remembered, and some of the students may be able to compose grammatically correct sentences, e.g.,Have you had your,lunch,?,Yes, I have. /No I havent.,But when two Chinese people meet in real life, Xiao Li says to Lao Wang:,Have you had your lunch?,Meaning?,Li means (function):,A question:,ask i,f Wang has eaten the meal,or not.,Greeting:,Hello.,Invitation:,Invite Wang to a meal (Come, its my treat),Suggestion:,You should have your lunch.,So in communication, a certain sentence can be understood very differently in different situations.,For students, knowing how to make correct sentences is only one part of language learning. In real communication, its,functional value,can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structure.,L,anguage used in real life,vs.,traditional pedagogy,Task 1,In real life,In classroom,How is language used/taught?,What parts of language are used/taught?,Through listening and imitating,Through making mistakes and correcting them,Through listening, reading, teachers explanation, drills, exercises, practice,Sounds, words, sentences, grammar (Forms),listening speaking, reading and writing (all skills),Forms: Sounds, words, sentences, grammar,Some skills: listening and writing,How to pass exams.,Differences,Real life,learning focuses on,:,Communicative functions,All skills,Certain context,Traditional pedagogy,focuses on,:,focus on f,orm,rather than on functions,focus on o,ne or two skill,s and ignore the others,Isolate language from context,One possible solution to bridge the gap between classroom language teaching and real life use is the adoption of communicative language teaching ( CLT).,The goal of CLT is to develop students,communicative,competence,.,2.2 What is communicative competence?,Task 2,What does the sentence “,Why dont you close the door?”,mean in different situations?,1. a real question: to ask about the reason.,2. a command: a teacher order his student to close the door.,3. a complaint: a wife is complaining to her husband who always leaves the door open.,Task 3,suggest that someone buy a black overcoat,.,Possible sentences:,You should buy a black overcoat.,Have you thought about buying a black overcoat?,I think you should buy a black overcoat,Dont you think its a good idea to buy a black overcoat,Youd better buy a black overcoat,Why dont you buy a black overcoat,I suggest that you buy a black overcoat,If I were you, I would buy a black overcoat,From the tasks we can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.,So,Communicative Competence,should,include not only the form of language, but also what to say to whom and how to say it appropriately in any given situation.,Hedges five components of communicative competence:,Linguistic competence 语言能力,Pragmatic competence 语用能力,Discourse competence 语篇能力,Strategic competence 交际策略,Fluency 流利度,(Hedge 2000),In general, communicative competence,includes,:,the knowledge about language and the knowledge about how to use the language appropriately in real communication situations.,In brief, communicative competence includes knowledge of what to say, when, how, where, and to whom.,2.3,Implications for teaching and learning:,Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.,(see Key to Task 5 P308-309),2.4 Principles of communicative language teaching (CLT),1).,communication principle,(have a purpose to communicate),2).,task principle,(have a desire to use language),3).,meaningfulness principle,(have meaning to support learning process and encourage learners),(Richards and Rodgers 1986),2.5 CLT and teaching of language skills,In CLT, the teaching of language skills should include:,language content,(to incorporate functions),learning process,(cognitive style and information processing),Product,(language skills),2.6 Some main features of communicative activities,The six criteria,notes,1. Communicative purpose,A need to know something.- an information gap,2. Communicative desire,A need to do something,3. Content, not form,Concentrate on what to do and what to say in the activity, not how to say certain forms.,4. Variety of language,Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.,5. No teacher intervention,Students work by themselves.,6. No materials control,Students make use of materials,2.7 Task-Based Language Teaching,“TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching.,Definition of task,A task is a piece of work undertaken for oneself or for others, freely or for some reward.,It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89),任务是人们在日常生活中所从事的,有目的的活动。,painting a fence,dressing a child,filling out a form,buying a pair of shoes,borrowing a library book,taking a driving test,making an airline reservation,writing a check,finding a street destination, etc.,What people do in everyday life:,TASKS,a piece of classroom work which involves learners in,comprehending, manipulating, producing or interacting,in the target language while their attention is principally focused on meaning rather than form. (Nunan 1989),Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to,achieve an outcome.,(Wills 1996),Four components of a task:,A purpose:,making sure the students have a reason for undertaking the task.,A context:,the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and other important factors.,A process:,getting the students to use learning strategies such as,problem solving reasoning, inquiring, conceptualizing and communicating,.,A product:,there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.),What are not tasks?,Tasks do not include activities which involve,language used for practice or display, such as, Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the forms,Do you like? Yes, I do/ No, I dont.,where there is no outcome or purpose other than practice of pre-specified language.,exercises,tasks,focus,form,meaning,situation,no situation,real-life situation,outcome,correct form,accomplishment of task,language,practice of assigned form,choice of form and content,error,immediate correction,delayed correction,Exercises, exercise-task and tasks,Exercises: focus on individual language items,Tasks: Purposeful and contextualized communication,Exercise-task: halfway between tasks and exercises.,Features of TBLT,1. An emphasis on,learning to communicate through interaction,in the target language.,2. The introduction of,authentic texts,into the learning situation.,3. Provision of opportunities for learners to focus, not only on language itself, but also,on the learning process.,4. An enhancement of the,learners own personal experiences,as important contributing elements to classroom learning.,5. An attempt to,link classroom language learning with language activation outside the classroom.,Task 10.,Activity 1:,This activity has all the characteristics of a task.,The work plan specifies what the two participants in the task are supposed to do.,The primary focus is on meaning.,Student A has to talk about the dangerous moment and student B is free to ask questions to clarify. The language use is similar to a natural communicative event.,The outcome of this task is the completion of a picture by student B.,2.8 PPP and Task-based Language Teaching,PPP,teaching,model: Presentation, Practice, Production,The difference between PPP,and,TBLT,Introduce to topic and task,Task cycle,Task,Planning,Repot,Language focus,Analysis,Practice,Pre-task,Willis model for task-based instruction (Willis, 1996:127),Pre-task phase:,Three purposes:,-to introduce new language that learners can use while performing the task;,-to mobilize existing linguistic resources;,-to ease processing load, and to push learners to interpret tasks in more demanding ways.,Some options:,Allow the students time to plan.,Provide a model,Do a similar task,Pre-teach key linguistic items,On general cognitive demands of the task,对任务要求的总体感知,An emphasis on linguistic factors,关注语言因素,Supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson,让学生做一些在后面完成任务时需要的准备工作,Non-task preparation activities,- brain storming,大脑风暴,- mind map,思维图,While-task phase:,Some options:,Participatory structure,参与方式,:,Whole-class vs. small group work;,individual or interaction,Set a time for completing the task.,Vary the number of participants.,Introduce a surprise element.,Tell students they will have to present a report to the whole class.,pair and group work are seen as central to task-based teaching; not all tasks are interactive,The post-task phase:,Three major pedagogical goals:,- to provide an opportunity for a repeating performance of the task,（提供再做任务的机会）,- to encourage reflection on how the task was performed,（反思任务是怎样完成的）,- to encourage attention to form,（关注语言的形式）,The way students use and experience language in TBL, is radically different from PPP.,TBL can provide a context for grammar teaching and form-focuses activities. PPP is different in this aspect.,2.9 How to design tasks?,Question that should be considered before design tasks.,What is the objective of the task,What is the content of the task?,How is the task to be carried out?,In what situation is the task to be carried out?,The steps in designing tasks.,Sept 1: Think about students needs, interests, and abilities.,Step 2: Brainstorm possible tasks.,Step 3: Evaluate the list,Step 4: Choose the language items.,Step 5: Preparing materials.,2.10 Appropriateness of TBLT in the Chinese context?,a. Beginning with production, TBLT might weaken the input and language form practice.,b. It is very difficult for the designers to select, grade and sequence the tasksscientifically.,c. It neglects the differences between different cultures.,TBLT places a high demand on the teachers and classroom conditions (the teachers English proficiency, the big class size, the limited class time, the lack of language situation, the test-oriented language learning, the assessment system,etc.).,Wed better acquire a compromise viewpoint. An eclectic method can be more workable and practical in the Chinese context. We should adapt TBLT to our concrete conditions. We cannot copy it mechanically. TBLT is not the only feasible way for the foreign language teaching in our country.,任务型教学代表了西方重视输出的语言学习文化，其引进和倡导对改变我国传统的英语课堂教学具有重要的借鉴意义。同时还应看到，我国特有的将英语作为外语来学的语言学习环境和条件与西方国家许多英语学习者将英语作为第二语言来学的特定环境和条件有许多不同，加上任务型教学本身的问题和局限，我们对任务型教学的借鉴应该抓住其本质与合理内核，促进其与我国传统外语教学方式相互取长补短，而不是形式上的盲目模仿。,魏永红（2004：163）,Thank you!,