实施任务型语言教学

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1、ImplementingTask-BasedLanguageInstruction实施任务型语言教学LuoShaoqianTheChineseUniversityofHongKongBeijingNormalUniversityThreeDimensionsofLanguageTeachingGoal(i.e.‘why’thelanguageisbeingtaught)Content(i.e.‘what’istaught)-TypeAsyllabuses-TypeBsyllabusesMethodology(i.e.‘how’itistaught)-accur

2、acy-fluencyGrammarTranslationGoalContentMethodologyAbilitytoreadliteratureintheL2TypeA(listofgrammarrulesandwordstobetaught)Accuracy(i.e.accuratetranslationofL2intoL1)Audio-LingualismGoalContentMethodologyAbilitytocommunicateTypeA(listoflinguisticitemstobetaught)Accuracy(I.e.focuson

3、target-likeuseoftheL2)Notional/FunctionalTeachingGoalContentMethodologyAbilitytocommunicateTypeA(i.e.alistofnotionsandfunctionsAccuracy(i.e.focusontarget-likeuseoftheL2)Task-BasedTeachingGoalContentMethodologyAbilitytocommunicateTypeB(i.e.aseriesofmessage-focusedtasks)Fluency(i.e.fo

4、cusonmessageconveyance)Traditional-Task-basedTraditionalform-focuspedagogy--Teachercontrolstopicdevelopment--turntakingisregulatedbytheteacherTask-basedpedagogy--studentsabletocontroltopicdevelopment--speakerscanself-selectquestionsthatquestioneralreadyknowstheanswertolittleneedorop

5、portunitytonegotiatemeaningScaffoldingdirectedprimarilyatenablingstudentstoproducecorrectsentencesquestionsthatthequestionerdoesnotknowtheanswertoOpportunitiestonegotiatemeaningwhencommunicationproblemsariseScaffoldingdirectedprimarilyatenablingstudentstosaywhattheywanttosayForm-foc

6、usedfeedback,i.e.theteacherrespondstothecorrectnessofstudents’utterancesTheteacherrepeatswhatastudenthassaidforthebenefitofthewholeclassContent-focusedfeedback,i.e.theteacherrespondstothemessagecontentofthestudents’utteranceAstudentelectstorepeatsomethinganotherstudentorteacherhassa

7、idasprivatespeechortoestablishintersubjectivityFirstgenerationtasksThemainaimoffirstgenerationtasksistodevelopstudents’communicativeabilityinaspecifictypeofsituationorareaoflanguage.Thetaskisoftenstructuredaroundaparticularsetoffunctionsorasimpleproblem.(Littlewood,2004;Ribe&Vidal,1

8、993)Secondgeneratio