评述任务型教学法在中国的运用AcloseexaminationofTask-basedlanguageteachingintheChinesecontext.ppt

* Rod Ellis’ view (2003) It should be noted that the rationale for task-based syllabuses is largely theoretical in nature, there being little empirical evidence to demonstrate that they are superior to linguistic syllabuses (p. 210) * Ellis’ framework (2003, p. 206) Tasks Task types Themes/topics Sequencing criteria Language Forms Functions Task-based syllabus Unfocused tasks Focused tasks Teaching materials—task workplans * Two options (Ellis, 2003) Option One: unfocused tasks Specify the tasks to be included Determine their thematic content Sequence the tasks Option Two: focused tasks Specify the tasks while considering the forms and functions of language Introduce a focus on form into a meaning-centered curriculum * Option One: Neglect the linguistic content Tasks Unfocused-tasks Linguistic content Pronunciation Notions Grammar Functions Vocabulary Discourse ? * Option Two: Difficult to implement Tasks Focused-tasks Linguistic content Pronunciation Notions Grammar Functions Vocabulary Discourse ? * Lack English teachers with high L2 oral proficiency First, task-based instruction is seen as impractical in foreign language contexts because of the limited class time available for teaching the L2. Second, task-based teaching is seen as difficult to implement by non-native speaking teachers whose L2 oral proficiency is uncertain. * English teaching in China Level of education Number of students Tertiary institution 16 million Senior middle school 29 million Junior middle school 67 million Total 112 million (Jan. 6, 2004, China’s Ministry of Education) * Without capitalizing on non-native teachers’ strengths Medgyes (1994) points to several advantages of teachers being non-native speakers — they provide good models for their students, they know what learning strategies can be usefully taught, they can supply information about the English language, they can anticipate and prevent difficulties, they a