Task-Based Language Teaching ???????

1
Task-Based Language Teaching???????

• ???????
• ???

2
Task-Based Language Teaching ???????

• 1. Second Language Acquisition and TBLT
• 2. What is TBLT
• 3. What Are Tasks?
• 4. Why do we use TBLT?
• 5. Task Analysis
• 6. Planning Classroom Work
• 7. Principles of task design
• 8. Performance Assessment TBLT

3
Second Language Acquisition Research

• Practice makes perfect does not always apply to
  learning grammar.
• They( students) often fail to use it correctly
  when expressing themselves freely. This temporary
  mastery seems to happen when they are paying
  conscious attention to form, but not when they
  are trying to communicate and paying attention to
  meaning.
• 
  Jane Willis

4
?????????1. ??????????????????

• Knowledge of grammatical rules was no guarantee
  of being able to use those rules for
  communication. Learners who were able to identify
  instances of rule violation, and who could even
  state the rule, frequently violated the rules
  when using language for communication.
• David Nunan
  (1999)

5
2. ??????????????????????????????????????

• Grammar opportunities to communicate lead to
  greater improvements in fluency and grammatical
  accuracy than grammar only.
  Montgomery Eisenstein (1985)
• (1985???????,??????,??????????????????????????????
  ????????????????,??????????)

6
3. ????????????????????

• Learner participation in class is related
  significantly to improvements in language
  proficiency.
• Lim
  (1992)

7
4. ??????????????,????????????,?????????????????
????????

• Classrooms that were basically communicativefor
  explicit grammatical instruction, were superior
  to both traditional classrooms that focused
  heavily on grammar, and to immersion programs
  that eschewed explicit grammatical instruction.

8
5. ?????????????????????,?????????????????????????
?????????,??????????

• Language is acquired as learners actively engaged
  in attempting to communicate in the target
  language. Acquisition will be maximized when
  learners engage in tasks that push them to the
  limits of their current competence.

9
Four conditions of language learning

• Exposure ( rich, comprehensible input, language
  in use)
• Use ( of the language to do things, exchange
  meanings)
• Motivation ( to process and use the exposure
  listen read the language speak and write it)
• Instruction ( chances to focus on form )

10
What is Task-Based Language Teaching

• Focuses on the construction, sequencing, and
  evaluation of particular goal-related action
  complexes that learners carry out either by
  themselves (see Prabhus model 1987) or jointly
  (see Kumaravadivelu 1993)
• (Candlin Murphy 1987 Nunan 1989)

11

• The task-based approach aims at proving
  opportunities for the learners to experiment with
  and explore both spoken and written language
  through learning activities which are designed to
  engage learners in the authentic, practical and
  functional use of language for meaningful
  purposes. (?????????)

12

• What are tasks?
• A task is a piece of work undertaken for oneself
  or for others, freely or for some reward.
  
• It is meant what people do in everyday life, at
  work, at play, and in between. (Long 198589)
• ???????????????
• ???????

13
What people do in everyday life
painting a fence, dressing a child, filling out a
form, buying a pair of shoes, borrowing a
library book taking a driving test making an
airline reservation writing a check finding a
street destination,
TASKS
14

• A task is an activity or action which is carried
  out as the result of processing or understanding
  language ( i.e.as a response).
  
• (Richards, Platt and Weber 1986289)
• ????????????????????????

15

• The communicative task is a piece of classroom
  work which involves learners in comprehending,
  manipulating, producing or interacting in the
  target language while their attention is focused
  on mobilizing their grammatical knowledge in
  order to convey meaning rather than to manipulate
  form.
• ????????????????,?????????????????????????????????
  ,??????????

16
Listening to a weather forecast and deciding what
to wear Look at a set of pictures and decide
what should be done Responding to a party
invitation Completing a banking application
Describing a photograph of ones family
17

• Tasks can have variety of starting point. They
  may draw on learners own input, eg personal
  experience, general/world knowledge, or
  intellectual challenge they may be based on
  written text, recordings of spoken data, or
  visual data they could be activities like games,
  demonstrations or interviews they could be a
  combination of several of these.

18
??????

• Tasks do not include activities which involve
  language used for practice or display, such as
  Describe the picture using the words and phrases
  from the list below or Ask your partner if he
  likes the food listed here using the forms Do you
  like? Yes, I do/ No, I dont. where there is no
  outcome or purpose other than practice of
  pre-specified language.

19
Role-play activities

• Very often in role-play situations there is no
  actual outcome for students to achieve, other
  than to enact their roles. Students have to think
  of suitable things to say to each other, but they
  are unlikely to be exchanging real meaning.
• Jane
  Willis

20

• ???????
• listening to a weather forecast and deciding
  what to wear
• ?????
• The learner will listen to a weather forecast and
  identify the predicted maximum temperature for
  the day.
• ?????
• The learner will listen to an aural text and
  answer questions afterwards on whether given
  statements are true or false.

21
The essential difference between task and exercise

• Task Task has a nonlinguistic outcome
• Exercise An exercise has a linguistic outcome
• ??????????????????????????????????????,????????
  ???????????????????,??????????????????????????????
  
• (See example below)

22

• Success in the task is evaluated in terms of
  achievement of an outcome, and tasks generally
  bear some resemblance to real-life language use.
• A task-based approach sees the language process
  as one of learning through doing--- it is
  primarily engaging in meaning that the learners
  system is encouraged to develop.
• ( Long and
  Crooks 1993)

23
Why do we use TBLT?

• The tasks will engage students, challenge them,
  and allow for contingent interaction. According
  to Csikszetmihalyi (1993xiv)
• They have concrete goals and manageable rules.
• They make it possible to adjust opportunities for
  action to our capacities.
• They provide clear information about how well we
  are doing.
• They screen out distractions and make
  concentration possible

24
Meaning and form

• The meaning versus form (or fluency versus
  accuracy) debate is no longer a discriminating
  factor among teaching approaches because meaning
  and form are assumed to be essential for learning
  (e.g., Long, 1991 Long Robinson, 1998).

25
A successful pedagogical task

• (a) focuses students attention on the structure
  of the language by demonstrating that language
  form contributes to meaning,
• (b) motivates learners to heighten the
  complexity of the linguistic means they use to
  accomplish task objectives.

26
A successful task sequence leads learners to

• (a) communicate with limited resources,
• (b) become aware of apparent limitations in their
  knowledge about linguistic structures that are
  necessary to convey the message appropriately and
  accurately, and finally,
• (c) look for alternatives to overcome such
  limitations.

27
Four dimensions of teaching and learning tasks
represented by the four eyes

• involvement
• inquiry
• induction
• incorporation

28
The components of a task

• ?? (Goals)
• ????( Input Data)
• ? ????( Verbal data)
• ?a dialogue, reading passage, etc.
• ? ?????(Non-verbal data )
• ?picture, etc.
• ?? (Activities)

29
SETTING
PURPOSE
ACTION
TASK
EMOTION
OUTCOME
COMMUNICATIVE
30
Goal Exchanging personal information Input
Questionnaire on sleeping habits Activity 1)
Reading questionnaire 2) Asking
and answering
questions about sleeping
habits Teacher role Monitor and facilitator
to specify what is
regarded as
successful completion of the task Learner role
Conversational partner Setting
Classroom / pair work

31
??????????

• 1. ???????????
• An emphasis on learning to communicate through
  interaction in the target language.
• 2. ???????????????
• The introduction of authentic texts into the
  learning situation.

32
3. ???????,???????? Provision of opportunities
for learners to focus, not only on language, but
also on the learning process itself. 4.
???????????????????? An enhancement of the
learners own personal experiences as important
contributing elements to classroom learning.
33
5. An attempt to link classroom language learning
with language activation outside the
classroom. ???????????????????????
( David Nunan
1991)
34
Task Analysis

• Determine the objectives Determining the final
  tasks so early in the planning process is the
  crucial and most striking factor of the
  framework. Everything to be done in the unit will
  derive from the final tasks. This way, we can
  really say that it is the tasks to be carried out
  at the end of the unit that generate the language
  to be used (learnt or recycled) and determine the
  procedures to be followed.

35
Two primary purposes for conducting a task
analysis

• 1) to develop instruction or training to support
  the learning of tasks identified by the task
  analysis
• 2) to develop some form of assessment to
  determine if learners have learned the tasks in
  question. In order to develop training and tests
  that are congruent with the objective (i.e.
  require the same level of cognitive, affective,
  or psychomotor performance), the designer needs
  to know what type of task is being learned.
  (Jonassen, 1999. p25)

36

• Gagnes Taxonomy. Three types of tasks or
  objectives knowledge, skills, or ability.
• (A taxonomy is a hierarchical classification
  scheme that organizes objects or phenomena into
  categories. )

37
Planning the final tasks

• Final tasks are communication tasks at their
  highest point of communicativeness, at a level
  that is realistic and achievable by the students
  in a given class. They will serve as indicators
  of the development of communicative competence in
  a given class.

38
Final tasks in which the students in the
classroom interact

• There is a tangible end product
• posters, letters to penfriends, pool information
  on everybodys birthdays and produce a poster to
  be kept in the classroom.
• Make a plan for a school outing and carry out
  plans and go on an outing.
• Carry out a class survey on who does the
  housework at home?

39
Enabling tasks

• They act as support for communication tasks.
  Their purpose is to provide students with the
  necessary linguistic tools to carry out a
  communication task.
• They can be as meaningful as possible, their main
  focus is on linguistic aspects (grammar,
  vocabulary, pronunciation, functions, discourse)
  rather than on meaning.
• They are overt language learning experiences,
  whose aim is to enable students to communicate as
  smoothly and effectively as possible.

40
Some types of classroom work that maybe
classified as enabling task

• a. Presentation of necessary new language (
  functions, grammar,vocabulary, phonology,
  discourse features checking that the new language
  has been understood
• b. Controlled pre-communication practice or
  awareness-raising tasks usually focused on
  accuracy

41
Communication Tasks

• A communication task is a piece of classroom work
  during which learners attention is principally
  focused on meaning rather than form, that is on
  what is being expressed rather than on the
  linguistic forms used for expressing it.
• As far as possible, resembles activities which
  our students or other people carry out in
  everyday life. As far as possible, resembles
  activities which our students or other people
  carry out in everyday life.

42

• The communicative task should have a sense of
  completeness, being able to stand alone as a
  communicative act in its own right with a
  beginning, a middle and an end. ( Nunan 198910)

43
Categories of learned capabilities (or
objectives)

• Intellectual skills subdivided into
  discriminations, concepts, and rules
• Problem solving combining rules or concepts to
  creatively solve complex problems
• Cognitive strategies skills in managing ones
  learning and thinking processes
• Verbal information memorization of facts and
  bodies of information
• Motor skills executing sequences of bodily
  performances such as dancing, balancing, or
  handling tools
• Attitudes an emotional and cognitive propensity
  to choose a certain course of action (e.g.
  choosing to stay late after work.)

44

• Task classification is the act of identifying and
  labeling task according to the specific type of
  learning outcome e.g.
• 1) tasks require memorization
• 2) tasks require students to apply a rule.

45

• Merrills Instructional components. (1983)
• Tasks included remember, use, and find.
• Content included facts, concepts, rules, and
  principles.(Facts can only be remembered, but
  concepts, rules, and principles could be used
  (applied) or found)

46
Planning classroom work

• Three features for the design of all tasks
  clarity, flexibility, and feedback
• Three kinds of demands tasks place on learners
  learning, content, and action demands

47
Task training sequence

• describe the overall training goals
• describe the flowchart of the tasks to be learned
• teach learners to name and identify work objects
  and actions
• point out important task-relevant cues

48

• teach the necessary task-related information
• teach specific procedures associating stimuli and
  response
• teach decision-making strategies and problem
  solving
• allow for practice of motor response
• (Miller, 1962)
  (p41)

49
Three Pedagogical Goals for Task-based Approaches

• Accuracy ????
• Accuracy concerns how well language is produced
  in relation to the target language

50

• Complexity ????
• Complexity concerns the elaboration or ambition
  of the language which is produced. How far do
  learners rely on prefabricated phrases and
  established routines, and how far do they need to
  expand their language resources to meet the
  communicative challenge?

51

• Fluency ????
• Fluency concerns the learners capacity to
  produce language in real time without undue
  pausing or hesitation. It is likely to rely upon
  more lexicalized modes of communication, as the
  pressure of real time speech production are met
  only by avoiding excessive rule-based computation
  
• (skehan 1994)

52
Principles The authenticity principle??????????

• The linguistic data that learners work with are
  authentic.
• The relationship between linguistic form and
  communicative function are clear to the learner.
• ???????????????????????????????????????????????
  ????????????????????????????????

53
The form-function principle??-?????

• Teaching language in ways that make form and
  function relationships transparent
• ?????????????????????????????????,?????????????
  ???????????????????,?????????????,?????????,?????
  ??????,?????????,????????????

54
The task dependency principle????????

• A series of tasks in a lesson or unit of work
  forms a kind of pedagogical ladder, each task
  representing a rung on the ladder, enabling the
  learner to reach higher and higher levels of
  communicative performance.
• ??????????????,????,????,??????????????????????
  ??????????????,??????,?????????,????????????

55
Learning by doing?????

• Learning by doing motivates students to
  fulfill their potential. Learners master the
  language by using it communicatively in the
  classroom, although they still have to learn
  grammar and memorize vocabulary.
• ????????????????????????,??????????????????????
  ,?????????????????????????

56
Good learning tasks should 1 enable learners to
manipulate and practice specific features of
language 2 allow learners to rehearse, in class,
communicative skills they will need in the real
world 3 activate psychological/psycholinguistic
processes of learning 4 be suitable for mixed
ability groups 5 involve learners in solving a
problem, coming to a conclusion
57
6 be based on authentic or naturalistic source
material 7 involve learners in sharing
information 8 require the use of more than one
macroskill 9 allow learners to think and talk
about language and learning 10 promote skills in
learning how to learn 11 have clear objectives
stating what learners will be able to do as a
result of taking part in the task 12 utilize the
community as a resource
58
13 give learners a choice in what way they do
and the order in which they do it. 14 involve
learners in risk-taking 15 require learners to
rehearse, rewrite and polish initial efforts 16
enable learners to share in the planning and
development of the task 17 have built into them a
means of evaluating the success or otherwise of
the task
59
Task function ?????????? ? to provide a
purpose for a classroom activity
??????????????? ? to make language teaching more
communicative ???????????
60
Task types ?????

• Closed task one single correct answer
  or a restricted number of
  correct answers
• Open task no single correct answer
• Core task
• Extended task

61
Performance Assessment and Task- Based Language
Teaching

• A learning-outcomes taxonomy is used to classify
  different types of learned capabilities, each of
  which can be labeled as a learning outcome. The
  distinguishing characteristic of each outcome is
  the type of performance exhibited by someone who
  has developed the skills which enable that
  outcome someone who has acquired a rule can
  apply the rule to solve problems. The external
  performances indicate the internal capability
  acquired by the learner.

62
Task-Based Assessment

• Performance assessment is defined as systematic
  attempt to measure a learners ability to use
  previously acquired knowledge in solving problems
  or completing specific tasks. ( Stiggins 1982)
• It seems that task accomplishment is the ultimate
  focus for evaluating human performance. It
  follows that that L2 performance assessment and
  task-based approaches to language teaching and
  assessment will likely share a greatly deal of
  theoretical and practical common ground. (
  Norris 1998 )

63
A Five-step Plan for Selecting Assessment Tasks

• 1 Establish what the teachers specific
  instructional goals are because it is important
  that the chosen assessment task actually
  matches the instructional outcome(s) it is
  designed to measure.
• 2 Identify the specific, discipline-based
  content are skills that students are expected to
  attain and determine whether the task adequately
  represents or utilizes them.

64

• 3 Insure that the task is fair and free of
  bias, allowing student to demonstrate their
  true progress and abilities without being
  disadvantaged by some extraneous element in
  the task, lack of prior knowledge, unequal
  access to resources or materials, and so forth.
  
• 4 Decide which of the three possible forms the
  tasks will take ( the choice should depend mainly
  on the type of skills and content that needs to
  be covered

65

• a. Authentic, real-world tasks ( which have the
  advantage of generating greater motivation and
  offering greater transferability than
  traditional tasks)
• b.

66
Thank you!
67
??????? ??? ??Phone[phone] ext
6226emailgongyf_at_pep.com.cnwww.pep.com.cn