The Study of Taskbased Teaching Method.doc
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1、任务型教学方法的研究The Study of Task-based Teaching MethodContentsAbstract.1Key words1I. Introduction .1II. Definition and Advantages22.1 What is Task-based Language Teaching?.22.2 Definition of task .32.3 The advantages of Task-based Language Teaching.42.4 What makes task-based learning different?.52.4.1 Pr
2、esent Practice Produce (PPP)52.4.2 The problems with PPP.52.4.3 A Task-based approach.52.4.4 Task-based learning has some clear advantages.62.5 Tasks and Exercises7III. Task-based Language Teaching in Practice.8IV. Conclusion.10References11The Study of Task-based Teaching Method摘要: 基于任务型的教学方法, 新的教学思
3、想认为,中国教师应该变知识传授为能力培养,在教学中刺激.促进学生的自我活动能力,使他们自己动脑.动手学习,从而使他们的智力得到发展,能力得到培养。举例说明基于任务型教学方法的研究和特定的工作设计。关键词: 任务 任务型教学 教学方法 Abstract: task-based teaching keeps an important position in second language teaching because it fits well with Communicative Language Teaching, and it is gaining popularity in China.
4、 This article attempts to illustrate TBLT and the specific task designs in order to benefit from the valuable suggestions and principles of TBLT.Key words: task task-based teaching teaching methodI. IntroductionConsidering from the learners point of view, learning is most effective when they take an
5、 active role in the learning process and learners will successfully learn the rules from meaningful and practical contexts or tasks. So in 1980s, when people in increasing numbers began to question the outcome of the traditional language teaching methodology, it is not surprising that task-based lan
6、guage teaching (TBLT) emerged and has been becoming more and more popular in second language acquisition circles.TBLT seems to remain an important position in second language teaching because it fits well with Communicative Language Teaching, the dominant paradigm in the field. This fit comes about
7、because TBLT provides opportunities for purposeful communication among students. TBLT is a new teaching method. “Task” is a special term in language teaching and its different from language exercise. It has its specific features, forms and teaching steps. There are varieties of tasks in English teac
8、hing, but the focus of every task is on solving a communicative problem, which has some connections with a real world of learners life and learning experience, and which can arouse learners interest and participation. The development of process of TBLT represents a change of focus a revolution in sy
9、llabus design. It starts from the learners needs and emphasizes learning language by doing things. The basic principles for task-based syllabus design are authenticity, form-function integration and task dependency. The aim of this paper is to introduce TBLT and it also seeks to carry out the method
10、 of TBLT in junior English classes.II. Definition and Advantages2.1 What is Task-based Language Teaching?David Nunan(1999) stated: “ Task-based language teaching is an approach to the design of language courses in which the point of departure is not an ordered list of linguistic items, but a collect
11、ion of tasks. It reflects the experiential and humanistic traditions as well as the changing conceptions of language itself. ” And the essence of task-based teaching is setting specific tasks for students so that they act as if they were using the language in real life.Task-based syllabus design has
12、 interested some researchers and curriculum developers in second/foreign language instruction since the mid-1980s, as a result of widespread interest in the functional views of language and communicative language teaching. However, under the rubric of task-based instruction, a variety of approaches
13、can be found, e.g., “procedural syllabuses,” “process syllabuses,” and “task-based language teaching” (Crookes 1993). At a more fundamental level, the term task itself has been a complex concept, defined and analyzed from various, sometimes critical, theoretical and pedagogical perspectives. However
14、, task-based approaches entail in common a more flexible approach in which “content and tasks are developed in tandem” (Nunan 1989:16). From a course designers point of view, the notion of task as the “unit of analysis” (Long 1985) serves as a starting point in syllabus design, determining needs ass
15、essments, content selection, learning experiences, and evaluation; it still remains the crucial point in task-based approaches to second language teaching. In line with this perspective, some earlier papers (Ahmed 1990, 1991) of mine applied the principles of the task-based approach to designing a s
16、yllabus for case discussions as a complex task and explored the issue of criterion-referenced testing as a follow-up to the syllabus design. This paper continues with the same topic of task-based syllabus design and its application in specific cases; however, it focuses on describing the design for
17、an oral communication skills course in an academic setting. Through this description, it attempts to highlight some of the important aspects of implementing a task-based approach to syllabus design and provide some practical guidelines for designing such a course.2.2 Definition of taskTBLT has been
18、extensively used in nowadays English language teaching.Recently, many English teachers and researchers in China devote a great deal of their time and energy toward the TBLT. The task-basedlanguage teachingaims at providing opportunities for the learners to experiment with and explore both spoken and
19、 written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.First, lets get down to knowing what is a task? There are various definitions of tasks. Here is a list of some of them:1. Long (1985:
20、 89): A task is”a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form. and helping someone cross a road. In other words, by task is meant the hundred and one things people do in everyday
21、 life, at work, at play, and in between.”2. Richards, Platt and Weber (1986: 289): A task is”an activity or action which is carried out as the result of processing or understanding language (i.e. as a response).”3. Nunan (1989: 10): A communicative task is”a piece of classroom work which involves le
22、arners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right.”4. Skehan (1995): A t
23、ask is”an activity in which meaning is primary;there is some sort of relationship to the real world; task completion has some priority;and the assessment of task performance is in terms of task outcome.”The definitions and descriptions of task in both teaching and research methods literature focus o
24、n task in general and communication tasks in particular. Among scholars who have written extensively about task-based learning,task has been characterized in a variety of ways (see, for example, Candlin, 1987;Crookes, 1986;Kumaravadivelu, 1993;Long, 1985;Nunan, 1989, 1993;Prabhu, 1987;Rost, 1990). W
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