任务型语言教学专题讲座.pptVIP

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) Task Analysis Determine the objectives: Determining the final tasks so early in the planning process is the crucial and most striking factor of the framework. Everything to be done in the unit will derive from the final tasks. This way, we can really say that it is the tasks to be carried out at the end of the unit that generate the language to be used (learnt or recycled) and determine the procedures to be followed. Two primary purposes for conducting a task analysis: 1) to develop instruction or training to support the learning of tasks identified by the task analysis; 2) to develop some form of assessment to determine if learners have learned the tasks in question. In order to develop training and tests that are congruent with the objective (i.e. require the same level of cognitive, affective, or psychomotor performance), the designer needs to know what type of task is being learned. (Jonassen, 1999. p25) Gagne’s Taxonomy. Three types of tasks or objectives: knowledge, skills, or ability. (A taxonomy is a hierarchical classification scheme that organizes objects or phenomena into categories. ) Planning the final tasks Final tasks are communication tasks at their highest point of communicativeness, at a level that is realistic and achievable by the students in a given class. They will serve as indicators of