任务型教学法-Task-based-language-teaching

Chapter18Task-BasedLanguageTeachingBackgroundTask-BasedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.ItispresentedasalogicaldevelopmentofCLTsinceitdrawsonseveralprinciplesthatformedpartoftheCLTmovementfromthe1980s.Eg:Activitiesthatinvolverealcommunicationareessentialforlanguagelearning.Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Languagethatismeaningfultothelearnersupportsthelearningprocess.Tasksareproposedasusefulvehiclesforapplyingtheseprinciples.EarlyapplicationsofthisapproachinMalaysianandBangaloreProjectswereshortlived,buttheroleoftasksreceivedfurthersupportfromresearchofSLA,withoutmuchevidenceofsuccessingrammar-focusedteachingactivities.Engaginglearnersintaskworkprovidesabettercontextfortheactivationoflearningprocessesthanform-focusedactivities,andhenceultimatelyprovidesbetteropportunitiesforLLtotakeplaceLLisbelievedtodependonimmersingssnotmerelyin“comprehensibleinput”butintasksthatrequirethemtonegotiatemeaningandengageinnaturalisticandmeaningfulcommunication.•BecauseofitslinkstoCLTmethodologyandsupportfromSLAtheorists,TBLThasgainedconsiderableattentionwithinappliedlinguistics,thoughtherehavebeenfewlarge-scalepracticalapplicationsofitandlittledocumentationconcerningitsimplicationsoreffectivenessasabasisforsyllabusdesign,materialsdevelopment,andclassroomteachingHistory1950s:firstappearedinthevocationaltrainingpractices1975:theMalaysianCommunicationalSyllabus1985:theBangaloreProject(Prabhu)1989:DavidNunanoffershisdefinition.1980s:tasksasSLAresearchtools(LongandCrookes)1996:Someofitsproponents(e.g.Willis)presentitasalogicaldevelopmentofCLT.1998s:Feezcomeupthekeyassumptionsoftask-basedinstruction.Keyassumptionsoftask-basedinstructionP224Thefocusisonprocessratherthanproduct.Basicelementsarepurposefulactivitiesandtasksthatemphasizecommunicationandmeaning.Learnerslearnlanguagebyinteractingcommunicativelyandpurposefullywhileengagedintheactivitiesandtasks.Activitiesandtaskscanbeeither:thosethatlearnersmightneedtoachieveinreallife;thosethathaveapedagogicalpurposespecifictotheclassroom.Activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty.Thedifficultyofataskdependsonarangeoffactorsincludingthepreviousexperienceofthelearner,thecomplexityofthetask,thelanguagerequiredtoundertakethetask,andthedegreeofsupportavailable.DefinitionsoftaskTaskisasacentralunitofplanningandteaching.Itisanactivityorgoalthatiscarriedoutusinglanguage,suchasfindingasolutiontoapuzzle,readingamapandgivingdirections,makingatelephonecall,writingaletter,orreadingasetofinstructionsandassemblingatoy:Skehan:Tasks…areactivitieswhichhavemeaningastheirprimaryfocus.SuccessintasksIevaluatedintermsofachievementofanoutcome,andtasksgenerallybearsomeresemblancetoreal-lifelanguageuse.Sotask-basedinstructiontakesafairlystrongviewofNunan:Thecommunicativetaskapproachisapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producing,orinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Approach:Theoryoflanguage•ThoughTBLTisprimarilymotivatedbyatheoryoflearning,severalassumptionsaboutthenatureoflanguageunderlieapproachestoTBLT:Languageisprimarilyameansofmakingmeaning:thecentralroleofmeaninginLuse;meaningisprimary…theassessmentofthetaskisintermsofoutcome.MultiplemodelsoflanguageinformTBI,whichdrawsonstructural,functional,andinteractionalmodelsoflanguage.Lexicalunitsarecentralinlanguageuseandlanguagelearning:vocabularyhereincludestheconsiderationoflexicalphrases,sentencestems,prefabricatedroutines,andcollocations.“Conversation”isthecentralfocusoflanguageandthekeystoneoflanguageacquisition:themajorityoftasksproposedwithinTBLTinvolveconversationthatdrawontheLs’availablelinguisticandcommunicativeresources.Approach:Theoryoflearning•TBIsharesthegeneralassumptionsaboutthenatureoflanguagelearningunderlyingCLT.SomeoftheprinciplesplayacentralroleinTBLT:Tasksprovideboththeinputandoutputprocessingnecessaryforlanguageacquisition:Krashenhaslonginsistedthatcomprehensibleinputistheonenecessarycriterionforsuccessfullanguageacquisition,andothersarguedthatproductiveoutputisalsocriticalforadequateL2development.Taskactivityandachievementaremotivational:Taskscanimprovelearnermotivationandpromotelearning.Learningdifficultycanbenegotiatedandfine-tunedforparticularpedagogicalpurpose:specifictaskscanbedesignedtofacilitatetheuseandlearningofparticularaspectsoflanguage.ObjectivesTypesoflearningandteachingactivitiesLearnerrolesDesignTeacherrolesTheroleofinstructionalmaterialsSyllabusesDesign:Objectives•GoalsinTBLTareideallytobedeterminedbythespecificneedsofparticularlearners.•Eg:TheEnglishLanguageSyllabusinSchoolsMalaysiandescribesthebroadgoalofgivingallMalaysiansecondaryschoolleaversTheabilitytocommunicateaccuratelyandeffectivelyinthemostcommonEnglishlanguageactivitiestheymaybeinvolvedin.Design:Thesyllabus•Differencesbetweenaconventionallanguagesyllabusandatask-basedsyllabus(P230):Aconv