Unit 2 Part 2 Task-based Language Teaching（2009）.ppt

Unit 2 Part 2Task-Based Language Teaching任务型语言教学 I. Revision 1) What are the differences between the traditional foreign language teaching and language use in real life? 2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two? “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. 2.2 Definition of task P27 A task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) 任务是人们在日常生活中所从事的有目的的活动。 A task is an activity or action which is carried out as the result of processing or understanding language ( i.e. as a response). (Richards, Platt and Weber 1986:289) 任务=人们在学习、理解、体会语言之后所开展的活动。 2.3 Four components of a task A purpose A context A process A product 2.4 What are not tasks? Tasks do not include activities which involve language used for practice or display, such as ‘ Describe the picture using the words and phrases from the list below’ or ‘ Ask your partner if he likes the food listed here using the forms Do you like…? Yes, I do/ No, I don’t. where there is no outcome or purpose other than practice of pre-specified language. Practice Turn your books to Page 29 and do Task No. 10. 2.6 Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语交流来学会交际 2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境 Homework What are the limitations of CLT and TBLT under the Chinese foreign language teaching setting? TBLT places a high demand on the teachers and classroom conditions (the teachers’ English proficiency, the big class size