Task-Based Language Teaching.pptVIP

Task-Based Language Teaching任务型语言教学 Task-Based Language Teaching 任务型语言教学 1. Second Language Acquisition and TBLT 2. What is TBLT 3. What Are Tasks? 4. Why do we use TBLT? 5. Task Analysis 6. Planning Classroom Work 7. Principles of task design 8. Performance Assessment TBLT Second Language Acquisition Research “Practice makes perfect” does not always apply to learning grammar. They( students) often fail to use it correctly when expressing themselves freely. This temporary mastery seems to happen when they are paying conscious attention to form, but not when they are trying to communicate and paying attention to meaning. Jane Willis 根据语言习得的规律1. 语法知识的记忆不能保证语言使用的正确 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) 2. 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 Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery Eisenstein (1985) (1985年作了一个实验，实验组教语法，但课外有实践的机会。另一组只讲语法。结果实验组交际能力强。而语法测试的成绩也比单讲语法的班好，虽然他们学的语法少。） 3. 学习者的参与与语言熟练程度的提高关系极大 Learner participation in class is related significantly to improvements in language proficiency. Lim (1992) 4. 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 Classrooms that were basically “communicative”for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction. 5. 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