[文酷网]倡任务型的教学途径.pptVIP

倡导“任务型”的教学途径，培养学生综合语言运用能力 。 滕 云 从PPP到TBL PPP (presentation, practice and production) 教师设计活动主要从教学（pedagogical) 角度出发； TBL (task-based learning)是近年来交际教学思想的一种发展形态，它把语言应用的基本理念转化为具有实践意义的课堂教学任务。 本讲主要内容 什么是“任务”？ 语言教学中的任务特点是什么？ 什么是“任务型”的教学途径？ 为什么要采用“任务型”教学？ 如何设计“任务”和实施“任务”？ 教师在进行TBL教学时应该把握好哪几个主要方面？ 任务的定义阅读、比较和综合 … by “task” is meant the hundred and one things people do in everyday life, at work, at play, and in between. (M. Long, 1985:89. Quoted by D. Nunan, 1989:10) 交际型任务 (The communicative task as) 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. (D. Nunan, 1989:10) 任务活动的特征 meaning is primary; there is some communication problem to solve; there is some sort of relationship to real world activities; task completion has some priority; the assessment of the task is in terms of outcome. (P. Skehan, 1998:95) 语言任务 A task is an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. (J. Willis, 1996:23) ? 任务型语言教学的特点 1. 强调通过交流来学会交际 An emphasis on learning to communicate through interaction in the target language. 2. 将真实的语言材料引入学习的环境 The introduction of authentic texts into the learning situation. 3. 关注语言的本身，也关注学习的过程 Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. 4. 把学习者个人的经历作为课堂学习的重要因素 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. 试图把课内的语言学习与社会的语言活动结合起来。 ( David Nunan 1991) “任 务” 的 组 成