任务型教学法

The Task-based Instruction

The Literature and History Press

The aims of this unit

1. Definition of task from six different views 2. Types of tasks

3. Four components of a task

4. Difference between exercises, exercise –task and task 5. Difference between PPP and TBLT 6. Components of TBLT framework 7. Authentic sources of task

8. learning principles in TB theory 9.theoretical basis of TBI 10 The criteria for good tasks

11.types of tasks proposed by Wills 12.learners’ roles 13.teachers’s roles

14 the principles for task design

1. Definition of a task

(1) A task is a piece of work undertaken for oneself or for others, freely or for some reward. Task is meant the hundred and one things people do in everyday life, at work, at play and in between—Long (1985:89)

(2)Task is assumed to refer to a range of workplans. It has a particular objective, appropriate content, a specified working procedure, and arrange of outcomes for those who undertake the task. It has the overall purpose of facilitating language learning. --Breen (1987:23)

(3) A task is an activity which requires learners to arrive at an outcome from given information through some process of thought and which allows teachers to control and regulate that process --Prabhu(1987:24)

(4) A piece of classroom work, which involves learners in comprehending, manipulating (make good use of) producing or interacting in the target language while their attention is principally focused on meaning rather than form.--Nunan (1989:8)

(5) Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome. --Willis (1996:23)

(6) A task is essentially goal-oriented; it requires the group, or pair, to achieve an objective that is usually expressed by an observable result. Such as brief notes or lists, rearrangement of jumple items, a drawing, a spoken summary. This result should be attainable only by interaction between participants.--Ur(1996:123)

Summary about a definition of a task

Task means the hundred and one things people do in a real life. It has a particular objective, appropriate content, a specified working procedures/process; based on a range of outcomes the learners undertake the task. It focused on meaning rather than form in a real context through comprehending, manipulating, producing, interacting, the process of thoughts in pairs or groups. The product can be observable in the oral way or written form.

2. Categories of a task:

real-life tasks

It includes painting a fence, dressing a child, filling out a form, buying a new shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, find a street destination, helping somebody across a road, brief notes or lists, rearrangement of jumbled items, a drawing, a spoken summary, and so on.

3. Four components of a task

Clark, Sxarino and Brownell (1994:40)

?A purpose: Making sure the students have a reason for undertaking the task. ?A context (situation): This can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time and other important factors.

?A process: Asking students to use learning strategies such as problem-solving, reasoning, inquiring, conceptualizing and communicating.

?A product: (outcome/result) there will be some form of outcome, either visible (a written plan, a play, a letter…) or invisible (enjoy a story/ reading for fun, listen to the radio, watch TV) learning about another country, etc)

4. Differences between Exercises, Exercises task, and task

?Exercises mean we may wish to focus their attention on individual aspects of language, such as

vocabulary learning, grammar or individual skills.

?Exercises-task: A kind of activity is very common in Communicative Language Teaching, comes halfway between task and exercises. This kind of activity consists of contextualized practice of language items (often a particular grammar point). For instance, it could be an activity that helps the students to master the present continuous tense by getting them to describe what is happening in a picture.

The difference between tasks and practice ?Tasks ?Purpose: used to communicate, message delivering and problem-solving

?Content for activity is a kind of contextualized, whole and authentic language materials

?Practice ?Purpose: to check mastery of language points, review ,consolidate and practice language forms ?Content for activity is to practice isolated language points and skills

?Forms for activity are used to give an analysis, reasoning, discussions, associations and the like

?Results for activity are both language forms or non-language forms, eg. Tables and graphs. Every group can have a different result. It is meaning- focused

?Forms for activity are to fill in the forms, rewrite, translate, check their answers by the students on their owns

?Result for activity is

form-oriented and consistency 一致性 or only one answer is correct.

? E.g., A dangerous moment

? SA: Have you ever been in a situation where you felt your life is in danger? Describe the situation to your partner. Tell him what happened. Give an account of how you felt when you were in danger and afterwards. ?SB: listen to your partner’s narration about a dangerous moment in his/her life. Draw a picture to show what happened to your partner. Show him your picture when you have finished it.

?E.g., Going shopping

?Look at Mary’s shopping list. Then look at Susan’s list of items in Susan’s store. (1) Mary’s shopping list:

Orange, eggs, flour, powdered milk （奶粉）biscuits, jam. (2) Susan’s store:

bread, salt, apples, Coca Cola, tins of fish, flour, chocolate, sugar, biscuits, powdered milk, dried beans.

( requirements) Work with a partner one person be Mary and the other be Susan. Make a conversation like this:

? Mary: Good morning, do you have any flour? ?Susan: Yes, I do. ?Or

?Mary: Good morning, do you have any jam? ?Susan: No, I am sorry. I do not have any.

5. Difference between PPP model and task-based instruction model

?PPP—Presentation, Practice, Production

?It means a typical PPP lesson would start by the teacher including a new language item in a

context followed by some controlled practice, such as drilling, repetition, dialogue reading. Then students move on to produce the language in a more meaningful way such as a role-play, a drama, and interview. It contains five-step method:

?◆Revision +P+P+P+ Consolidation=5 steps ?Revision- presentation—drilling –practice—consolidation (五步教学法） 5.1 A PPP cycle leads from accuracy to fluency ?form focused activities ?Context has to be invented

?The process to be used to repeat manipulate and apply ?Examples are made to illustrate a single language item ?It is the teacher who pre-selects the language to be taught ?A PPP cycle leads from accuracy to fluency ?form-focused lesson 5.2 TBI MODEL

?learner rely on their own linguistic resources ?Supplying a genuine need to communicate ?Genuine purpose

?A free exchange of ideas summarizing learner’s achievements ?To consider appropriateness and accuracy of language form ?Provide a context for grammar teaching and

?The context is already established by the task itself

?The process is used to encourage students to think and analyze ?Students are free to ask about something they notice ?TBLT cycle leads from fluency to accuracy

?Four skills oriented lessons

?Warming up –pre—while—post—project

?Preparation (revision, prediction, enquiring启发, brainstorm， warming up)

?presentation (observing, discovering, receiving, acquiring学得 and learning)—practice (mechanical

and meaningful真实性交际活动)

?production (target tasks真实性任务 and project) ?progress (consolidation，summary and checking) ?5P MODEL

?Teaching principles for implementation based on task.

1. Meaning and form 形式与意义结合

2. Recycling (在某时间段内或材料内，不断复现知识）循环性原则

3. Learning by doing (active learning, accommodation some experience, individual learning, reproduction 模仿to creation)做中学原则 4. Scaffolding (help, aid)扶助性原则

学习效果=50%学习策略+40%努力+10%智商 ?学习策略?learning strategies

?1. cognitive learning strategies( attention, transfer, reasoning, induction , comparison, association 联想）

2. Monitoring learning 调控（planning, reflection, assessment , adjustment for plan) 3. Communicative learning (自我表白，交笔友，写日记，写信，发邮件）

4. Resource learning strategies (认识资源，选择资源，订阅优质资源，查询资源，加工资源，创造性活动） ,

TBI is based on skill-oriented lesson

?Eg. Reading teaching:

?Teaching reading focuses on developing reading skills. In practice, another 3-stage model is advised and adopted in a reading lesson: pre-reading, while-reading, post-reading. This model is also applied in listening lessons.

?. Pre-stage involves preparation work such as setting the scene, warm-up, key information provided or key words.

?. While- stage involves activities or tasks students must perform while they are reading or listening

?. Post -stage provides a chance for students to obtain feedback on performance at the while-stage. It also involves some follow-up activities, related to the learner’s own life and use of the language spontaneously.

6. Components of TBL Framework