Unit2-Communicative-Principles-and-TBLT-英语教学法课件.ppt

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1、Unit 2 Communicative Principles and Task-based Language Teaching,交际原则及任务型语言教学,Unit 2 Communicative Principle,Teaching Aims:,To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching,Teaching Aim

2、s: To discuss one,2.Teaching Content:,Language use in real life vs. traditional pedagogyFostering communication competenceThe implementation of language skillsCommunicative activitiesConclusion: How do we learn language?,2.Teaching Content:Language us,Part I .1 Language use in real life VS. Traditio

3、nal pedagogy,Part I .1 Language use in real,Part 1.2 What is communicative competence?,Communicative competence is a term in linguistics which refers to a language users grammatical knowledge of syntax(句法）, morphology（构词）, phonology（音位） and the like, as well as social knowledge about how and when to

4、 use utterances appropriately.The term was coined by Dell Hymes in 1966,reacting against the perceived inadequacy of Noam Chomskys (1965) distinction between competence and performance.To address Chomskys abstract notion of competence, Hymes undertook ethnographic exploration of communicative compet

5、ence that included “communicative form and function in integral relation to each other” (Leung, 2005).3 The approach pioneered by Hymes is now known as the ethnography of communication.（交际人种志）,Part 1.2 What is communicative,What is communicative competence?,One language form may express a number of

6、communicative functions and one communicative function can also be expressed by a variety of language forms.The speakers not only have to know functional meaning of the language but also the social context where the message is given.,What is communicative competen,Part I.2.1 Component of Communicati

7、ve competence,Hedges discusstionLiguistic competence(语言能力）: is concerned with knowledge of the language itself, its form and meaningPragmatic competence（语用能力）: when to speak, when not, what to talk about with whom,when, where and in what mannerDiscourse competence(话语能力): the ability to express or to

8、 understand a topic logically and coherently Strategic competence( 策略能力）：the ability to compensate for communication breakdown by searching for other means of expressionFluency （流畅性能力）: the ability to link units of speech together with facility and without strain or inapprociate slowness or undue he

9、sitation,Part I.2.1 Component of Commun,Canale and Swain (1980) defined communicative competence in terms of four components grammatical competence: words and rules sociolinguistic competence: appropriateness discourse competence: cohesion and coherence strategic competence: appropriate use of commu

10、nication strategies,Canale and Swain (1980) define,Conclusion,Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it approciately in any given situation, including kownoledge of what to say, when, how, where, and to

11、 whomThrough the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice.,ConclusionCommunicative compet,Part 1.3 Implication for teaching and learning (Refer to p.19 (textb

12、ook),Part 1.3 Implication for tea,Communicative competenceImplic,Communicative competenceImplic,Communicative competenceImplic,Communicative competenceImplic,Part1.4 Principles of Communicative Language Teaching (CLT) 交际语言教学原则,CLT also places great emphasis on helping students use the target languag

13、e in a variety of contexts and places great emphasis on learning language functions( 强调语言在上下文的使用及语言功能的学习）This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to

14、apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate.（语言学习的目的是学习交际技能，即恰当运用语言（包括语言本身及社会语言因素）进行交际,Part1.4 Principles of Communic,Ricahrds and Rodgers suggestionsCommunicative principle （交际原则）Task principle （任务原则）Meaningful principle （有意义原则）,

15、Ricahrds and Rodgers suggesti,David Nunans (1991) five features of CLT:An emphasis on learning to communicate through interaction in the target language. （强调用目的语进行交际）The introduction of authentic texts into the learning situation.（在学习过程中模拟真实情景） The provision of opportunities for learners to focus, n

16、ot only on language but also on the learning mangagement process. （学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理过程）An enhancement of the learners own personal experiences as important contributing elements to classroom learning. 在课堂学习过程中重视学习者的个人经验An attempt to link classroom language learning with language activiti

17、es outside the classroom. 课堂学习应与课外活动相结合,David Nunans (1991) five feat,Part1.6 Main features of commuicative activities (also refer to p.22, textbook),. Example activitiesRole play Interviews Information gap Games Language exchange Surveys Pair work Learning by teaching,Part1.6 Main features of commu

18、,Six criteria for evaluating,Communicative purposeCommunicative desireContent, not formVariety of languageNo teacher interventionNo materials control,Six criteria for evaluating Co,Communicative Approach,Language is used in a social context and should be appropriate to setting, topic and participant

19、sStudents should be given an opportunity to negotiate meaning e.g. to try to make them understoodStudents should be able to express their opinions and share their ideas and feelings, i.e. learn to communicate by communicating,Communicative ApproachLanguage,Problems of CLT,Problem 1Whether it is cult

20、urally appropriate ad to meet the needs of learners from different contextsProblem 2Syllabus design and classroom teachingProblem 3Whether such an approach is suitable for all age level of learners or all competence level of learners,Problems of CLTProblem 1,Part 2.Task-based Language Teaching (TBLT

21、): Background,Mastery of grammarCommunicative syllabuses via. Structural syllabusesPresentation methodology: PPPLearning is promoted by activating acquisition process in learners,communicate,Part 2.Task-based Language Tea,Rationale for task-based language teaching,TBLT proposes the use of tasks as a

22、 central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting L2 learning.Tasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of SLL.,Rationale for ta

23、sk-based langu,Part 2.Task-based Language Teaching (TBLT),Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.Such tasks

24、 can include visiting a doctor, conducting an interview, or calling customer service for help.Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms.,Part 2.Task-based Language Tea,Task-based language teaching (TBL

25、T),Stress the importance of focus on form for L2 learning by drawing students attention to linguistic elements, not as discrete items presented to the learner, but as they arise in a meaningful classroom context, only if it is done while maintaining emphasis on meaning, communication and fluency.,Ta

26、sk-based language teaching (,Framework of TBLT,ApproachTheory of languageTheory of language learningDesignObjectiveSyllabusTypes of learning and teaching activitiesLearner roleTeacher roleThe role of instructional materialProcedureClassroom techniques, practices, and behaviors observed when the meth

27、od is used,Framework of TBLTApproach,Task-based language teaching (TBLT):Approach,TBLT is thus based on a theory of language learning rather than a theory of language structure.,Task-based language teaching (,Approach,Assumptions about the nature of language to underlie current approaches to TBLTLan

28、guage is primarily a means of making meansMultiple models of language inform TBILexical units are central in language use and language learning“Conversation” is the central focus of language and the keystone of language acquisition,ApproachAssumptions about the,Assumptions about the nature of learni

29、ng to underlie Communicative Language TeachingTasks provide both the input and output processing necessary for language acquisitionTask activity and achievement are motivationalLearning difficulty can be negotiated and finetuned for particular pedagogical purposes,Assumptions about the nature o,Desi

30、gn,ObjectivesFew published( or perhaps, fully implement) examples Examples reflecting goals of TBLTEnglish Language Syllabus in Schools Malaysian(1975)A national, task-based communicative syllabusBroad goal: give all Malaysian secondary school leavers the ability to communicate accurately and effect

31、ively in the most common English language activities they may be involved inNational English Curriculum for Nine-year Compulsory Education (2011),DesignObjectives,Design,SyllabusConventional language syllabusTask-based language syllabusSpecifies the tasks that should be carried out by learners withi

32、n a program,DesignSyllabus,Types of tasks (Nunan)Real-world tasks, which are designed to practice or rehearse those tasks that are found to be important in a need analysis and turn out to be important and useful in the real world.E.g. using the telephonePedagogical tasks, which have a psycholinguist

33、ic basis in SLA theory and research but do not necessarily reflect real-world tasksE.g. information-gap task,Types of tasks (Nunan),Task TypesBangalore Project: both types of tasks (mentioned above)Examples of representative real-world tasks grouped according to themes,Task Types,Types of learning a

34、nd teaching activitiesWillis (1996)Pica, Kanagy, and Falodun (1993),Types of learning and teaching,Learner rolesGroup participantMonitorRisk-taker and innovator,Learner roles,Teacher rolesSelector and sequencer of tasksPreparing learners for tasksConsciousness-raising,Teacher roles,The role of instr

35、uctional materialsPedagogic materialsRealia,The role of instructional mate,Procedure,Williss recommendationPretaskThe task cycleTaskPlanningReportPosttaskThe language focusAnalysisPractice,ProcedureWilliss recommendati,General characteristics a task involves:,Focus on exchanging and understanding me

36、anings, rather than on practice of form or pre-specified forms or patternsThere is some kind of purpose or goal set for the taskThe outcome of the completed task can shared in some way with others.,General characteristics a task,General characteristics a task involves:,Tasks can involve any or all f

37、our skills: listening, speaking, reading and writingThe use of tasks does not preclude language-focused study at some points in a TBL lesson,General characteristics a task,Conclusion,What is a task ( a language learning task )?an activitythat has a non-linguistic purpose or goalwith a clear outcomea

38、nd that uses any or all of the four language skills in its accomplishmentby conveying meaning in a way that reflects real-world language use,ConclusionWhat is a task ( a l,任务型教学法的理论基础,语言学理论基础系统功能语言学：韩礼德（Halliday)语言学习理论基础当代认知心理学:皮亚杰（Piaget)、布鲁纳（Blunar)社会建构学习理论活动教学论,任务型教学法的理论基础语言学理论基础,Skehan(1998)的“任务

39、”特征,意义是首要的；有某个交际问题需要解决；与真实世界中类似的活动有一定的关系；完成任务是首要考虑因素；根据任务的完成情况评估任务的执行情况,Skehan(1998)的“任务”特征意义是首要的；,启示：上述关于task的界定，可以看出task首先关注学生如何用语言沟通信息，进行有意义的交际，而不是强调使用何种语言形式；task具有现实中发生的可能性；学生学习的重点在于如何完成任务；评价的标准是学生能否成功完成任务。,启示：,Nunan（1991）关于任务型教学特征的概括,强调通过用目的语相互作用和影响学会交际；将真实文本引入学习环境；为学习者提供既关注语言，又关注学习过程本身的学习机会；强调

40、学习者个人经历在学习中的重要作用；努力使课堂语言学习与课外语言激活联系起来,Nunan（1991）关于任务型教学特征的概括强调通过用目的,任务型教学法的优点及局限性,优点局限任务选择的随意性适应范围的局限性任务是否能取代专项测试,任务型教学法的优点及局限性优点,Four components of a task,A purposeA contextA processA product,Four components of a taskA pur,Framework for Creating a Task-based Learning Lesson (by Jane Willis),Task C

41、ycleTaskPlanningReport,Post TaskAnalysis and practice,TBLPre-taskIntroduction to topic and task,Framework for Creating a Task-,Exercises, exercise-tasks and tasks,Exercises, exercise-tasks and,PPP and TBLT,PPP: presentation, practice and productionPresenting the language , practicing it in a control

42、led way and then using it in a free communication production, e.g. in the audio-lingual method,PPP and TBLTPPP: presentation,PPP: three stages for teaching new language,PresentationFocuses on a single point of grammar, or the realization of a function, usually presented explicitly in a context Pract

43、ice (controlled practice)Presumed to enable learners to use and automatize the newly grasped rule or patternProduction (free stage)The learner is expected to reproduce the target language more spontaneously and flexibly,PPP: three stages for teaching,A typical PPP Lesson Procedure,Introducing a new

44、language item,Controlled practice: drilllingRepetition, dialogue reading,Produce the language in a meaningful way,Presentation,Practice,Production,A typical PPP Lesson Procedure,How to design tasks?,What is the objective of the task?What is the content of the task?How is the task to be carried out?I

45、n what situation is the task to be carried out?,How to design tasks?What is th,Five Steps to design tasks,Step 1:Think about the students needs, interests, and abilitiesStep 2:Brainstorm possible tasksStep 3:Evaluate the listStep 4Choose the language itemsStep 5Preparing materials,Five Steps to desi

46、gn tasksStep,Advantages and Disadvantages,AdvantagesStudent-centeredMore meaningful communicationPractical extra-linguistic skill building DisadvantagesNot appropriate for beginning studentsOnly expose certain forms of language, neglecting others such as discussion or debate,Advantages and Disadvant

47、agesAd,Unit2-Communicative-Principles-and-TBLT-英语教学法课件,交际法在小学英语教学中的运用,准备活动创设交际环境。常常通过英语歌曲、儿歌、英语短会话、英语小诗情景教学通过直观媒体或语言设置情景，遵循兴趣第一的原则，采用听、说、演、唱、画、游戏等方式机械性操练通常让学生模仿老师的朗读、跟录音朗读、替换操练等。要注意模仿的正确性，及时纠正学生不标准的语音、语调配以情景的意义操练对对话进行改编练习，对课文提问，按提供的情景编制对话等。常采用同桌活动、小组活动、全体活动交叉进行交际运用阶段创设模拟情景、安排游戏、小短剧、开生日会、购物、采访等形式，让学生在活动中运用所学知识,交际法在小学英语教学中的运用准备活动,谢谢观赏！,谢谢观赏！,