David Nunan Task-Based Language Teaching.pptVIP

Communicative language teaching (CLT) Language is more than a set of grammatical rules, with attendant sets of vocabulary, to be memorized. It is a dynamic resource for creating meaning. The relation between CLT and TBLT: CLT is a broad, philosophical approach to the language curriculum that draws in theory and research in linguistics, anthropology, psychology and sociology. TBLT represents a realization of this philosophy at the levels of syllabus design and methodology. ‘Procedures’ specifies what learners will actually do with the input that forms the point of departure for the learning task. One widely cited way of characterizing procedural goals is whether they are basically concerned with skill getting or skill using. Another way of analyzing learning procedures is into those that focus the learner on developing accuracy and those that focus on the development of fluency. A final distinction that can help us to evaluate procedures has to do with the locus of control. (Teacher and learner roles) Task difficulty Martyn isolated from the literature four key conditions of cognitive demand. The incorporation of cognitive demand into research on negotiation of meaning is significant. Tasks with high cognitive demand and more complex communication, as marked by high density negotiation of meaning sequences, generate the ‘pushed output’(强迫性输出) that Swain (1995) argued was a factor in second language acquisition. With learners at an appropriate level of proficiency, they could therefore facilitate acquisition. Task continuity Task continuity: the interdependence of tasks, task components and supporting/enabling skills within an instructional sequence. The ‘psycholinguistic processing’ approach. This approach sequences tasks according to the cognitive and performance demands made upon learner. It requires learners to undertake activities which become increasing demanding. The Challenges project. In this approach, tasks were sequenced not only according to their co