外语教学心理学第七讲-Task资料.pptVIP

Task-Based Language Learning-A review Weak and strong CLT Weak version Learners first acquire language as a structural system and then learn how to use it in communication Strong version Language is acquired through communication Rod Ellis’ (1990) six criteria for communicative activities Communicative purpose; (information gap) Communicative desire; (real need) (Focus on ) Content, not form; (message) Variety of language; (not just one language form, free to improvise/create) No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.) No material control. The components of a task 一个任务应该包含哪些要素？ Task a purpose: (目的) making sure the students have a reason for undertaking the task 教师应该事先向学生介绍该任务的目的 Input data ：（输入数据）Input data can be verbal, e.g. a dialogue, reading passage, etc. or non-verbal, e.g. a picture, a diagram, etc. 包含言语（对话、短文等）或非言语（图片、图表等）信息 a context: （语境）this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors. 任务应该在特定的语境下被实施，应当包含特定场所、时间、参与者间的关系等社会语言因素。 a process: （过程）getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualising and communicating. 在此过程中应激励学生运用推理、询问、交际等学习策略达成任务 a product: （产出）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.) 任务产生的结果：可视（如书面计划、信件等）或非可视（欣赏故事、了解异国风情等）形式 不是任务，是什么？Exercises, exercise-tasks and tasks Task One: Consider the following sets of instructions and tell their differences. Set A Evaluate a set of statements by deciding whether they are “true” or “false”. Study a written passage and correct the grammatical mistakes. Put some questions and answers into the correct sequence to make a conversation.