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Task-BasedLanguageTeaching任务型语言教学Task-BasedLanguageTeaching任务型语言教学TheoreticalBackgroundofTBLTWhatislanguageacquisition?SecondLanguageAcquisitionResearch依据语言习得规律1.语法知识记忆不能确保语言使用正确2.语言知识加交际机会比仅仅讲语法更能提升学生使用语言流利程度与语法准确度3.学习者参加与语言熟练程度提升关系极大4.基本上以“交际”为导向课堂教学,但同时也有明确语法讲解,要比只重视语法教学或回避语法讲解沉醉式教学都更加好5.当学习者主动地参加用目标语进行交际尝试时,语言也被掌握了。当学习者所进行任务使他们当前语言能力发挥至极点时,习得也扩展到最正确程度Fourconditionsoflanguagelearning建构主义理论LearnerslearnwhatismeaningfultothemLearnerslearninwaysthataremeaningfultothemLearnerslearnbetteriftheyfeelincontrolofwhattheyarelearningLearningiscloselylinkedtohowpeoplefeelaboutthemselvesLearningtakesplacesinasocialcontextthroughinteractionwithotherpeopleConstructivisitmodeloftheteachingandlearningtheory互动作用WhatisTask-BasedLanguageTeachingWhataretasks?Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任务是人们在日常生活中所从事有目标活动。paintingafence,dressingachild,fillingoutaform,buyingapairofshoes,borrowingalibrarybooktakingadrivingtestmakinganairlinereservationwritingacheckfindingastreetdestination,1.任务是有非常明确目标活动2.任务与人们日常生活语言活动相同3.学习者了解,利用所学语言进行交流课堂活动4。任务应该有一个结果狭义任务派Role-playactivities课堂任务示例:listeningtoaweatherforecastanddecidingwhattowear任务结果:Thelearnerwilllistentoaweatherforecastandidentifythepredictedmaximumtemperaturefortheday.练习结果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.Theessentialdifferencebetweentaskandexercise广义任务派SometypesofclassroomworkthatmaybeclassifiedasenablingtaskCommunicationTasks广义任务定义WhydoweuseTBLT?MeaningandformAsuccessfulpedagogicaltask:Asuccessfultasksequenceleadslearnersto:Fourdimensionsofteachingandlearningtasksrepresentedbythe“foureyes”Thecomponentsofatask任务型语言教学特点3.关注语言本身,也关注学习过程Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.4.把学习者个人经历作为课堂学习主要原因Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.5.Anattempttolinkc