实施任务型言教学.ppt

Implementing Task-Based Language Instruction实施任务型语言教学 Luo Shaoqian The Chinese University of Hong Kong Beijing Normal University Three Dimensions of Language Teaching Goal (i.e. ‘why’ the language is being taught) Content (i.e. ‘what’ is taught) - Type A syllabuses - Type B syllabuses Methodology (i.e. ‘how’ it is taught) - accuracy - fluency Grammar Translation Audio-Lingualism Notional/Functional Teaching Task-Based Teaching Traditional - Task-based Traditional form-focus pedagogy --Teacher controls topic development -- turn taking is regulated by the teacher Task-based pedagogy -- students able to control topic development -- speakers can self-select questions that questioner already knows the answer to little need or opportunity to negotiate meaning Scaffolding directed primarily at enabling students to produce correct sentences questions that the questioner does not know the answer to Opportunities to negotiate meaning when communication problems arise Scaffolding directed primarily at enabling students to say what they want to say Form-focused feedback,i.e.the teacher responds to the correctness of students’ utterances The teacher repeats what a student has said for the benefit of the whole class Content-focused feedback,i.e.the teacher responds to the message content of the students’ utterance A student elects to repeat something another student or teacher has said as private speech or to establish intersubjectivity First generation tasks The main aim of first generation tasks is to develop students’ communicative ability in a specific type of situation or area of language. The task is often structured around a particular set of functions or a simple problem. (Littlewood, 2004; Ribe Vidal, 1993) Second generation tasks The tasks in the second category pose challenges of a broader nature. They aim at developing not only communicative skills but also general cognitive strategies of handling and organizing