14组Task-Based Language Teaching

Task-Based Language TeachingGroup14:高燕平 王丽

Contents1.Definition 2. Theoretical Background 3.The Procedure of Task-Based Language Teaching3.1 Pre-task phase 3.1.1 Three purposes

3.1.2 Some options3.2 While-task phase 3.2.1 Task 3.2.2 Planning 3.2.3 Report 3.3 Post-task phase 3.3.1 Analysis 3.3.2 Practice

4. Advantages and Disadvantages

1.DefinitionWhat is Task-based language teaching ? TBLT is an instruction in which learners are given tasks to complete in the classroom making the assumption that transecting tasks in this way will engage naturalistic acquisition mechanisms and cause the underlying interlanguage system to be stretched and drive development forward.(Krashen)

2. Theoretical BackgroundTask-based language teaching (TBLT) is derived from communicative approach. The primary theory of learning underlying TBLT can be dated back to Krashen’s Language Acquisition Theory. Social Constructivism Theory believes learning and development are social and cooperative activities.

3.The Procedure of Task-Based Language TeachingThree phases in a task-based lesson : 3.1 Pre-task phase 3.2 While-task phase 3.3 Post-task phase

3.1 Pre-task phaseThe teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task.

3.1.1 Three purposes:

--to introduce new language that learners can use while performing the task;--to mobilize existing linguistic resources; --to ease processing load, and to push learners to interpret tasks in more demanding ways.

3.1.2 Some options

Allow the students time to plan.Provide a model.

Do a similar task.Pre-teach key linguistic items.

3.2 While-task phase3.2.1 Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

3.2.2 Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

3.2.3 Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content.

3.3 The post-task phase3.3.1 Analysis The teacher then highlights relevant parts from the text for the students to analyse. They may ask students to notice features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

3.3.2 Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from t

he task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

4. Advantages and Disadvantages4.1 Advantages

TBLT offers the opportunity for natural learning inside the classroom. It can stimulate students’ interest and cultivate their motivation in language learning. It provides students with opportunity to focus not only on language but also on the learning process itself. One of its goals is to cultivate students’ learning ability.

4.2 Disadvantages Beginning with production, TBLT might weaken the input and language form practice. It is very difficult for the designers to select, grade and sequence the tasks scientifically. It may be not appropriate to regard TBLT as the foundation of a class for beginning students. The way of evaluation which depends on whether the task is achieved or not is too simple for degree education to be accepted .

本文来源：https://www.bwwdw.com/article/mm84.html