Unit2 Communicative Principles and TBLT 英語(yǔ)教學(xué)法[共57頁(yè)]

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1、Unit 2 Communicative Principles and Task-based Language Teaching交際原則及任務(wù)型語(yǔ)言教學(xué)Teaching Aims: lTo 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 2.Teaching Content:lLanguage use in real lif

2、e vs. traditional pedagogylFostering communication competencelThe implementation of language skillslCommunicative activitieslConclusion: How do we learn language?Part I .1 Language use in real life VS. Traditional pedagogyIn real lifeIn classrooms(traditional pedagogy)Language is used to perform cer

3、tain communicative functions (to give directions, to exchange information, to make a complaints,etc.)The teaching focus is often on forms rather than functions.Use all skills, including receptive skills such as listening and reading skill, and productive skills such as speaking and writingFocus on o

4、ne or two language skills and ignore the othersLanguage is always used in a certain contextTends to isolate language from its contextPart 1.2 What is communicative competence?lCommunicative competence is a term in linguistics which refers to a language users grammatical knowledge of syntax(句法）, morp

5、hology（構(gòu)詞）, phonology（音位） and the like, as well as social knowledge about how and when to use utterances appropriately.lThe 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 abstr

6、act notion of competence, Hymes undertook ethnographic exploration of communicative competence 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.（交際人種志）What is communicat

7、ive competence?lOne language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.lThe speakers not only have to know functional meaning of the language but also the social context where the message is given.Part I.2

8、.1 Component of Communicative competencelHedges discusstionLiguistic competence(語(yǔ)言能力）: is concerned with knowledge of the language itself, its form and meaningPragmatic competence（語(yǔ)用能力）: when to speak, when not, what to talk about with whom,when, where and in what mannerDiscourse competence(話語(yǔ)能力): t

9、he ability to express or to 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 （流暢性能力）: the ability to link units of speech together with facility and without strain or inappr

10、ociate slowness or undue hesitationlCanale 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 communica

11、tion strategies ConclusionlCommunicative 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 whomlThrough the influence of comm

12、unicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice. Part 1.3 Implication for teaching and learning (Refer to p.19 (textbook)Communicative competenceImplication for language teachingLing

13、uistic competenceTeachers need to help learners achiever accuracy in the grammatical forms of the language; pronounce the forms accurately; use stress, rhythm, and intonation to express meaning; build a range of vocabulary; Learn the script and spelling rules; achieve accuracy in syntax and word for

14、mationCommunicative competenceImplication for language teachingPragmatic competenceTeachers need to help learners learn the relationship between grammatical forms and functions use stress and intonation to express attitude and emotion; learn the scale of formality; understand and use emotive tone; u

15、se the pragmatic rules of language; select language forms appropriate to topic; listener, or setting, etc.Communicative competenceImplication for language teachingDiscourse competenceTeachers need to help learners take longer turns, use discourse marders and open and close conversations; appreciate

16、and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts; be able to cope with authentic texts;Communicative competenceImplication for language teachingStrategic competenceTeachers need to enabl learners to take risks in

17、 using the language; to use a range of communicative strategies; to learn the language needed to engage in some these;Communicative competenceImplication for language teachingfluencyTeachers need to help learners deal with the information gap of real discourse; process language and respond appropria

18、tely with a degree of ease; be able to respond with reasonable speed in real timePart1.4 Principles of Communicative Language Teaching (CLT) 交際語(yǔ)言教學(xué)原則交際語(yǔ)言教學(xué)原則lCLT also places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning lang

19、uage functions( 強(qiáng)調(diào)語(yǔ)言在上下文的使用及語(yǔ)言功能的學(xué)習(xí)）lThis 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 apply knowledge of both formal and sociolinguistic aspects of a lang

20、uage with adequate proficiency to communicate.（語(yǔ)言學(xué)習(xí)的目的是學(xué)習(xí)交際技能，即恰當(dāng)運(yùn)用語(yǔ)言（包括語(yǔ)言本身及社會(huì)語(yǔ)言因素）進(jìn)行交際lRicahrds and Rodgers suggestionsCommunicative principle （交際原則）Task principle （任務(wù)原則）Meaningful principle （有意義原則）lDavid Nunans (1991) five features of CLT:An emphasis on learning to communicate through interaction

21、 in the target language. （強(qiáng)調(diào)用目的語(yǔ)進(jìn)行交際）The introduction of authentic texts into the learning situation.（在學(xué)習(xí)過程中模擬真實(shí)情景） The provision of opportunities for learners to focus, not only on language but also on the learning mangagement process. （學(xué)習(xí)者在學(xué)習(xí)過程中不僅注重語(yǔ)言本身的學(xué)習(xí)，同時(shí)注重學(xué)習(xí)管理過程）An enhancement of the learners

22、 own personal experiences as important contributing elements to classroom learning. 在課堂學(xué)習(xí)過程中重視學(xué)習(xí)者的個(gè)人經(jīng)驗(yàn)An attempt to link classroom language learning with language activities outside the classroom. 課堂學(xué)習(xí)應(yīng)與課外活動(dòng)相結(jié)合Part1.6 Main features of commuicative activities (also refer to p.22, textbook)l. Example

23、activitiesRole play Interviews Information gap Games Language exchange Surveys Pair work Learning by teaching Six criteria for evaluating lCommunicative purposelCommunicative desirelContent, not formlVariety of languagelNo teacher interventionlNo materials controlCommunicative ApproachlLanguage is u

24、sed in a social context and should be appropriate to setting, topic and participantslStudents should be given an opportunity to negotiate meaning e.g. to try to make them understoodlStudents should be able to express their opinions and share their ideas and feelings, i.e. learn to communicate by com

25、municatingProblems of CLTlProblem 1Whether it is culturally appropriate ad to meet the needs of learners from different contextslProblem 2Syllabus design and classroom teachinglProblem 3Whether such an approach is suitable for all age level of learners or all competence level of learnersPart 2.Task-

26、based Language Teaching (TBLT): BackgroundlMastery of grammarlCommunicative syllabuses via. Structural syllabuseslPresentation methodology: PPPlLearning is promoted by activating acquisition process in learners communicateRationale for task-based language teachinglTBLT proposes the use of tasks as a

27、 central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting L2 learning.lTasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of SLL.Part 2.Task-base

28、d 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 can include visiting a doctor,

29、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.Task-based language teaching (TBLT)lStress the importance of focus on form for L2 learning by dra

30、wing 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.Framework of TBLTlApproachTheory of languageTheory of language lear

31、ninglDesignObjectiveSyllabusTypes of learning and teaching activitiesLearner roleTeacher roleThe role of instructional materiallProcedureClassroom techniques, practices, and behaviors observed when the method is usedTask-based language teaching (TBLT):ApproachlTBLT is thus based on a theory of langu

32、age learning rather than a theory of language structure.ApproachlAssumptions about the nature of language to underlie current approaches to TBLTLanguage is primarily a means of making meansMultiple models of language inform TBILexical units are central in language use and language learning“Conversat

33、ion” is the central focus of language and the keystone of language acquisitionlAssumptions about the nature of learning to underlie Communicative Language TeachingTasks provide both the input and output processing necessary for language acquisitionTask activity and achievement are motivationalLearni

34、ng difficulty can be negotiated and finetuned for particular pedagogical purposesDesignlObjectivesFew published( or perhaps, fully implement) examples Examples reflecting goals of TBLTlEnglish Language Syllabus in Schools Malaysian(1975)A national, task-based communicative syllabusBroad goal: give a

35、ll Malaysian secondary school leavers the ability to communicate accurately and effectively in the most common English language activities they may be involved inlNational English Curriculum for Nine-year Compulsory Education (2011)DesignlSyllabusConventional language syllabusTask-based language syl

36、labuslSpecifies the tasks that should be carried out by learners within a programlTypes 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.lE.g. using the

37、 telephonePedagogical tasks, which have a psycholinguistic basis in SLA theory and research but do not necessarily reflect real-world taskslE.g. information-gap tasklTask TypesBangalore Project: both types of tasks (mentioned above)Examples of representative real-world tasks grouped according to the

38、meslTypes of learning and teaching activitiesWillis (1996)Pica, Kanagy, and Falodun (1993)lLearner rolesGroup participantMonitorRisk-taker and innovatorlTeacher rolesSelector and sequencer of tasksPreparing learners for tasksConsciousness-raisinglThe role of instructional materialsPedagogic material

39、sRealiaProcedurelWilliss recommendationPretaskThe task cyclelTasklPlanninglReportPosttasklThe language focuslAnalysislPracticeGeneral characteristics a task involves:lFocus on exchanging and understanding meanings, rather than on practice of form or pre-specified forms or patternslThere is some kind

40、 of purpose or goal set for the tasklThe outcome of the completed task can shared in some way with others.General characteristics a task involves:lTasks can involve any or all four skills: listening, speaking, reading and writinglThe use of tasks does not preclude language-focused study at some poin

41、ts in a TBL lessonConclusionlWhat is a task ( a language learning task )?an activitythat has a non-linguistic purpose or goalwith a clear outcomeand that uses any or all of the four language skills in its accomplishmentby conveying meaning in a way that reflects real-world language use任務(wù)型教學(xué)法的理論基礎(chǔ)任務(wù)型

42、教學(xué)法的理論基礎(chǔ)l語(yǔ)言學(xué)理論基礎(chǔ)系統(tǒng)功能語(yǔ)言學(xué)：韓禮德（Halliday)l語(yǔ)言學(xué)習(xí)理論基礎(chǔ)當(dāng)代認(rèn)知心理學(xué):皮亞杰（Piaget)、布魯納（Blunar)社會(huì)建構(gòu)學(xué)習(xí)理論活動(dòng)教學(xué)論Skehan(1998)的的“任務(wù)任務(wù)”特征特征l意義是首要的；l有某個(gè)交際問題需要解決；l與真實(shí)世界中類似的活動(dòng)有一定的關(guān)系；l完成任務(wù)是首要考慮因素；l根據(jù)任務(wù)的完成情況評(píng)估任務(wù)的執(zhí)行情況l啟示：上述關(guān)于task的界定，可以看出task首先關(guān)注學(xué)生如何用語(yǔ)言溝通信息，進(jìn)行有意義的交際，而不是強(qiáng)調(diào)使用何種語(yǔ)言形式；task具有現(xiàn)實(shí)中發(fā)生的可能性；學(xué)生學(xué)習(xí)的重點(diǎn)在于如何完成任務(wù)；評(píng)價(jià)的標(biāo)準(zhǔn)是學(xué)生能否成功完成任務(wù)。Nu

43、nan（1991）關(guān)于任務(wù)型教學(xué)特征的概）關(guān)于任務(wù)型教學(xué)特征的概括括l強(qiáng)調(diào)通過用目的語(yǔ)相互作用和影響學(xué)會(huì)交際；l將真實(shí)文本引入學(xué)習(xí)環(huán)境；l為學(xué)習(xí)者提供既關(guān)注語(yǔ)言，又關(guān)注學(xué)習(xí)過程本身的學(xué)習(xí)機(jī)會(huì)；l強(qiáng)調(diào)學(xué)習(xí)者個(gè)人經(jīng)歷在學(xué)習(xí)中的重要作用；l努力使課堂語(yǔ)言學(xué)習(xí)與課外語(yǔ)言激活聯(lián)系起來任務(wù)型教學(xué)法的優(yōu)點(diǎn)及局限性任務(wù)型教學(xué)法的優(yōu)點(diǎn)及局限性l優(yōu)點(diǎn)l局限任務(wù)選擇的隨意性適應(yīng)范圍的局限性任務(wù)是否能取代專項(xiàng)測(cè)試Four components of a tasklA purposelA contextlA processlA productFramework for Creating a Task-based Lea

44、rning Lesson (by Jane Willis)Task CycleTaskPlanningReportPost TaskAnalysis and practiceTBLPre-taskIntroduction to topic and task Exercises, exercise-tasks and tasksPPP and TBLTlPPP: presentation, practice and productionPresenting the language , practicing it in a controlled way and then using it in

45、a free communication production, e.g. in the audio-lingual methodPPP: three stages for teaching new languagelPresentationFocuses on a single point of grammar, or the realization of a function, usually presented explicitly in a context lPractice (controlled practice)Presumed to enable learners to use

46、 and automatize the newly grasped rule or patternlProduction (free stage)The learner is expected to reproduce the target language more spontaneously and flexiblyA typical PPP Lesson ProcedureIntroducing a new language itemControlled practice: drilllingRepetition, dialogue readingProduce the language

47、 in a meaningful wayPresentationPracticeProductionHow to design tasks?lWhat is the objective of the task?lWhat is the content of the task?lHow is the task to be carried out?lIn what situation is the task to be carried out?Five Steps to design taskslStep 1:Think about the students needs, interests, a

48、nd abilitieslStep 2:Brainstorm possible taskslStep 3:Evaluate the listlStep 4Choose the language itemslStep 5Preparing materialsAdvantages and DisadvantageslAdvantagesStudent-centeredMore meaningful communicationPractical extra-linguistic skill buildingl DisadvantagesNot appropriate for beginning st

49、udentsOnly expose certain forms of language, neglecting others such as discussion or debate交際法在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用交際法在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用l準(zhǔn)備活動(dòng)創(chuàng)設(shè)交際環(huán)境。常常通過英語(yǔ)歌曲、兒歌、英語(yǔ)短會(huì)話、英語(yǔ)小詩(shī)l情景教學(xué)通過直觀媒體或語(yǔ)言設(shè)置情景，遵循興趣第一的原則，采用聽、說、演、唱、畫、游戲等方式l機(jī)械性操練通常讓學(xué)生模仿老師的朗讀、跟錄音朗讀、替換操練等。要注意模仿的正確性，及時(shí)糾正學(xué)生不標(biāo)準(zhǔn)的語(yǔ)音、語(yǔ)調(diào)l配以情景的意義操練對(duì)對(duì)話進(jìn)行改編練習(xí)，對(duì)課文提問，按提供的情景編制對(duì)話等。常采用同桌活動(dòng)、小組活動(dòng)、全體活動(dòng)交叉進(jìn)行l(wèi)交際運(yùn)用階段創(chuàng)設(shè)模擬情景、安排游戲、小短劇、開生日會(huì)、購(gòu)物、采訪等形式，讓學(xué)生在活動(dòng)中運(yùn)用所學(xué)知識(shí)