任务教学法ppt课件.pptx

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1、Chapter18Task-BasedLanguageTeaching任务型教学法BackgroundTask-BasedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.ItispresentedasalogicaldevelopmentofCLTsinceitdrawsonseveralprinciplesthat

2、formedpartoftheCLTmovementfromthe1980s.E.g.Activitiesthatinvolverealcommunicationareessentialforlanguagelearning.Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Languagethatismeaningfultothelearnersupportsthelearningprocess

3、.BackgroundTasksareproposedasusefulvehiclesforapplyingtheseprinciples.EarlyapplicationsofthisapproachinMalaysianandBangalore(班加罗尔，印度南部城市)Projectswereshortlived,buttheroleoftasksreceivedfurthersupportfromresearchofSLA,withoutmuchevidenceofsuccessingram

4、mar-focusedteachingactivities.Engaginglearnersintaskworkprovidesabettercontextfortheactivationoflearningprocessesthanform-focusedactivities,andhenceultimatelyprovidesbetteropportunitiesforLLtotakeplace.LLisbelievedtodependonimmersingssnotmerelyin“comp

5、rehensibleinput”butintasksthatrequirethemtonegotiatemeaningandengageinnaturalisticandmeaningfulcommunication.BackgroundBecauseofitslinkstoCLTmethodologyandsupportfromSLAtheorists,TBLThasgainedconsiderableattentionwithinappliedlinguistics,thoughthereha

6、vebeenfewlarge-scalepracticalapplicationsofitandlittledocumentationconcerningitsimplicationsoreffectivenessasabasisforsyllabusdesign,materialsdevelopment,andclassroomteaching.Keyassumptionsoftask-basedinstructionThefocusisonprocessratherthanproduct.Ba

7、sicelementsarepurposefulactivitiesandtasksthatemphasizecommunicationandmeaning.Learnerslearnlanguagebyinteractingcommunicativelyandpurposefullywhileengagedintheactivitiesandtasks.Activitiesandtaskscanbeeither:thosethatlearnersmightneedtoachieveinreall

8、ife;thosethathaveapedagogicalpurposespecifictotheclassroom.Activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty.Thedifficultyofataskdependsonarangeoffactorsincludingthepreviousexperienceofthelearner,thecomplexityofthetask,t