深圳大学学科英语09TBLT任务型.pptVIP

TaskBasedLanguageLearning/TeachingQiFang,SchoolofForeignLanguages,ShenzhenUniversitygeorgeqi@szu.edu.cn

BackgroundandRationale(1)CLTseenbysomeasa‘weakform’ofwhatwasoriginallyintendedFocusisonbringing‘real-world’contextsintotheclassroom.Emphasisisonusinglanguageasatoolforcompletingtasksratherthanasasubjectinitsownright.BUT‘focusonform’isstillincluded.TBLseeslanguageas‘thedrivingforceinlanguagelearning’(Willis,2001:175)

BackgroundandRationale(2)SLAresearch:interactioniscentraltotheacquisitionprocessBUTotherresearchershavecriticisedtheconditionsunderwhichSLAstudieswereconductedSwingnowisbacktowardsfocusonform‘post-task’;Natureoftasksisimportant: (a)taskscompletedindifferentwaysbydifferentlearners (b)sometasksgeneratemorelanguagethanothers [c]convergentordivergenttasks

TBLinPracticeLinguisticandcognitivecomplexityareissues(Skehan,1996).Whatistherelationshipbetweenclass-basedtasksandwork/studyskills?Task-types:informationgap,reasoninggap,problem-solving(Prabhu,1987).

TBLinpractice(continued)Willis(1996): “[ataskisanactivity]wherethetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome”.LearnersareaskedtoperformoperationsinL2inrelationtotopicswhichhavebeenselected:listingclassifyingsequencingorderingandsortingcomparingsharingpersonalexperiences

AframeworkforTBL(Willis,1996)

Comprisesthreephases:-Pre-taskTaskLanguagefocus

TBLProcedure:pre-taskLead-in.Introductiontothematerial.Thisiswherelearners’ownpreviousunderstandingofthetopic,languageorsituationisactivated(c.f.schematasetting).Normallybeginsoutsidethematerial.Set-up.Howwilllearningbeorganised?Arestudentsworkinginpairs,groups,alone?Areyougoingtoallowsomerehearsaltime?Whatinstructionwillyougive?D