英语教学法

刘芮含Classification•Grammar-translationapproach语法翻译法•Audio-lingualapproach听说法•Thecommunicativeapproach交际法•Thecommunitylanguageteachingapproach交际教学法•TheTask-basedlanguageteachingapprach任务型教学法•Content-basedinstructionteachingapproach基于内容的教学法Task-basedlanguageteaching•Task-basedLanguageTeachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.However,ithasstressedtheimportancetocombineform-focused注意形式teachingwithcommunication-focused注意交际teaching.Definitionsofatask•Ataskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.Prabhusaid.•Tasksareactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome.Willissaid.Fourcomponentsofatask•Apurpose目的•Acontext语境•Aprocess过程•Aproduct输出Sixcomponentsoftasks•goals•input•activities•teacherrole•learnerrole•settingGoal:Exchangingpersonalinformation•Input:Questionnaireonsleepinghabits•Activity:1)Readingquestionnaire2)Askingandansweringquestionsaboutsleepinghabits•Teacherrole:monitorandfacilitator;tospecifywhatisregardedassuccessfulcompletionofthetask•Learnerrole:conversationalpartnerExercises,exercise-tasksandtasks•Whenstudentsarecarryingoutatask,theyarefocusingonthecompleteactofcommunication.Sometimes,however,wemaywishtheirattentiononindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Wecancalltheseactivitiesexercises.•Anotherkindofactivity,whichisverycommoninCommunicativeLanguageTeaching,comeshalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualisedpractiseoflanguageitems.•Forinstance,itcouldbeanactivitythathelpsthestudentstomasterthepresentcontinuoustensebygettingthemtodescribewhatishappeninginapicture.Thiskindofactivitycanbecalledanexercise-task.Examplesofthetasks•Listeningtoaweatherforecastanddecidingwhattowear•Lookatasetofpicturesanddecidewhatshouldbedone•Responsingtoapartyinvitation•Completingabankingapplication•Describingaphotographofone'sfamilyTherealandunrealtasksinTBLT•P:Where'sthepen?•R:It'sonthechair.•P:Where'sthechair?•R:It'snexttothetable.•Question-and-answeractivitiesbasedontheclassroomsituationrequiresthelearnerstorelatelanguagetononlinguisticreality.Nowthesetechniquesareregardedasartificialandlackofanyrelationship.•Theteacherasksthequestions,andthelearnersmakestatementsaboutfactswhicharealreadyknowntoeverybody.•However,inreality,womayaskthequestionsinthefollowingway:•P:Excuseme,where'sthepostoffice?•R:It'soppositethetheatre.•P:Excuseme,where'sthebank?•R:It'snexttothecinema.•Soatthissituation,thoughtheclassroomsituationisthenonlinguisticenvironment,itisimmediatelyrealtothelearners,anditremainsaconvenientandtowardshelpingthestudentstorelatelanguagetoexternalreality.•S1:Whichdoyouprefer,teaorcoffee?•S2:Iprefercoffee./Iprefertea./Ilikethemall./Idon'tlikeeither.•Theactivityisnotmerelyreactingtothequestions.Butitisnotareallytask.Itdependsontheteacher'schoices.•适用于我国英语教学现状的“任务型”教学法任务是可称之为“中间型”教学任务（intermediateposition）.这是一种即重视任务的自然性（naturalnessoftasks）和真实性，也强调任务方法的选择，照顾到语言形式联系的教学模式。“真任务”判别的特征•Authenticity真实性•Phatic交际性•Life-nature生活性•Enjoyment趣味性AnexampleinTBLT•语言结构：Thisis...•语言功能：指定与介绍（indentificationandintroduction）•1.学生模拟产品讲解员（或商店售货员）向顾客介绍产品（或商品）简单描述用途：•Thisisathermometer.Itisusedtomeasuretemperetures.•Thisisahandfile.Itisusedforremovingmetalfromasurface.2.朋友参加Party,介绍相互认识，设置对话•ROLEA:JACKROLEB:DAVEROLEC:TOM•Scene:JackisintroducingTomtoDave.•A:Dave,thisismyclassmateTom.•B:Hi,Tom,howareyou?•C:I'mfine.Thankyou.Andhowaboutyou?•B:I'mfinetoo.It'snicemeetingyou.•C:Nicemeetingyoutoo.Task-basedLanguageTeaching•TBLcanprovideacontextforgrammarteachingandform-focusedactivities.•InaTBLframework,thecontextisalreadyestablishedbythetaskitself.•Theprocessofconsciousness意识raisingusedintheTBLlanguagefocusactivitiesencouragesstudentstothinkandanalyse,notsimplytorepeat.•ATBLframeworkwillincludeawholerangeofwords,collocations,lexicalphrasesandpatternsinadditiontolanguageformspre-selectedforfocus.•DuringtheTBLanalysisstage,learnersarefreetoaskaboutanyaspectsoflanguagetheynotice.•ATBLcycleleadsfromfluecytoaccuracy.•InTBL,allfourskills,listening,speaking,readingandwritingarenaturallyintegrated.综合的任务型课堂教学•呈现任务，让学生在任务的驱动下学习语言知识和进行技能训练。这样的学习过程是任务驱动Task-driven的过程，一般按以下四步进行•1.Talent-show(学前热身，展示学习成果，学前准备)•2.Pre-task(准备材料，任务输入)•3.While-task(采取适当形式完成任务)•4.Post-task(展示任务成果，expression)potentialconstraints潜在约束条件•AsregardsTBLT,therearealsosomepotentialconstraintsthatteachersneedtobeawareof.Thefirstisthatitmaynotbeeffectiveforpresentingnewlanguageitems.Thesecondconstraintistimeasteachershavetopreparetask-basedativitiescarefully.Thethirdisthecultureoflearning.Thefourthislevelofdifficulty.