Unit 2 Part 2 Task-based Language Teaching 英语教学法教材.pptVIP

Unit 2 Part 2Task-Based Language Teaching任务型语言教学 ;I. Revision;II. Task-based Language Teaching;“TBLT” is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. “TBLT” has stressed the importance to combine form-focused teaching with communication focused teaching. ;2. 1 What is a task? P27;Listening to a weather forecast and deciding what to wear Looking at a set of pictures and decide what should be done Responding to a party invitation Completing a banking application Describing a photograph of one’s family;2.2 Four components of a task; ;2.3 What are not tasks?;The essential differences between task and exercise ; Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. A task-based approach sees the language process as one of learning through doing. ( Long and Crookes 1993);Practice;It has been theoretically based on the rules of second language acquisition.;1) Knowledge of grammatical rules was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication. David Nunan (1999);语言知识加交际的机会比仅仅讲语法更能提高学生使用语言的流利程度与语法的准确度。;3) Learner participation in class is related significantly to improvements in language proficiency. Lim (1992);基本上以“交际”为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学都更好。;当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳程度。;2.5 Features of TBLT;3. Provision of opportunities for learners to focus, not only on language itself, but also on the learning process. 关注语言的本身，也关注学习的过程 4. An enhancement of the learners’ own personal experiences as