1、Unit 2 Communicative Principles and Task-based Language Teaching交际原则及任务型语言教学Teaching Aims:lTo discuss one of the most important trends in second/foreign language teaching in the past three decades,that is the practice of communicative language teaching 2.Teaching Content:lLanguage use in real life v
2、s.traditional pedagogylFostering communication competencelThe implementation of language skillslCommunicative activitieslConclusion:How do we learn language?Part I.1 Language use in real life VS.Traditional pedagogyIn real lifeIn classrooms(traditional pedagogy)Language is used to perform certain co
3、mmunicative functions(to give directions,to exchange information,to make a complaints,etc.)The teaching focus is often on forms rather than functions.Use all skills,including receptive skills such as listening and reading skill,and productive skills such as speaking and writingFocus on one or two la
4、nguage skills and ignore the othersLanguage is always used in a certain contextTends to isolate language from its contextPart 1.2 What is communicative competence?lCommunicative competence is a term in linguistics which refers to a language users grammatical knowledge of syntax(句法）,morphology（构词）,ph
5、onology（音位）and the like,as well as social knowledge about how and when to use utterances appropriately.lThe term was coined by Dell Hymes in 1966,reacting against the perceived inadequacy of Noam Chomskys(1965)distinction between competence and performance.To address Chomskys abstract notion of comp
6、etence,Hymes undertook ethnographic exploration of communicative competence that included“communicative form and function in integral relation to each other”(Leung,2005).3 The approach pioneered by Hymes is now known as the ethnography of communication.（交际人种志）What is communicative competence?lOne la
7、nguage form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.lThe speakers not only have to know functional meaning of the language but also the social context where the message is given.Part I.2.1 Component of Commun
8、icative competencelHedges discusstionLiguistic competence(语言能力）:is concerned with knowledge of the language itself,its form and meaningPragmatic competence（语用能力）:when to speak,when not,what to talk about with whom,when,where and in what mannerDiscourse competence(话语能力):the ability to express or to u
9、nderstand a topic logically and coherently Strategic competence(策略能力）：the ability to compensate for communication breakdown by searching for other means of expressionFluency（流畅性能力）:the ability to link units of speech together with facility and without strain or inapprociate slowness or undue hesitat
10、ionlCanale and Swain(1980)defined communicative competence in terms of four components grammatical competence:words and rules sociolinguistic competence:appropriateness discourse competence:cohesion and coherence strategic competence:appropriate use of communication strategies ConclusionlCommunicati
11、ve competence entails knowing not only the language code or the form of language,but also what to say to whom and how to say it approciately in any given situation,including kownoledge of what to say,when,how,where,and to whomlThrough the influence of communicative language teaching,it has become wi
12、dely accepted that communicative competence should be the goal of language education,central to good classroom practice.Part 1.3 Implication for teaching and learning(Refer to p.19(textbook)Communicative competenceImplication for language teachingLinguistic competenceTeachers need to help learners a
13、chiever accuracy in the grammatical forms of the language;pronounce the forms accurately;use stress,rhythm,and intonation to express meaning;build a range of vocabulary;Learn the script and spelling rules;achieve accuracy in syntax and word formationCommunicative competenceImplication for language t
14、eachingPragmatic competenceTeachers need to help learners learn the relationship between grammatical forms and functions use stress and intonation to express attitude and emotion;learn the scale of formality;understand and use emotive tone;use the pragmatic rules of language;select language forms ap
15、propriate to topic;listener,or setting,etc.Communicative competenceImplication for language teachingDiscourse competenceTeachers need to help learners take longer turns,use discourse marders and open and close conversations;appreciate and be able to produce contextualised written texts in a variety
16、of genres;be able to use cohesive devices in reading and writing texts;be able to cope with authentic texts;Communicative competenceImplication for language teachingStrategic competenceTeachers need to enabl learners to take risks in using the language;to use a range of communicative strategies;to l
17、earn the language needed to engage in some these;Communicative competenceImplication for language teachingfluencyTeachers need to help learners deal with the information gap of real discourse;process language and respond appropriately with a degree of ease;be able to respond with reasonable speed in
18、 real timePart1.4 Principles of Communicative Language Teaching(CLT)交际语言教学原则交际语言教学原则lCLT also places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions(强调语言在上下文的使用及语言功能的学习）lThis means that successfully learning
19、 a foreign language is assessed in terms of how well learners have developed their communicative competence,which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate.（语言学习的目的是学习交际技能，即恰当运用语言（包括语言本
20、身及社会语言因素）进行交际lRicahrds and Rodgers suggestionsCommunicative principle（交际原则）Task principle（任务原则）Meaningful principle（有意义原则）lDavid Nunans(1991)five features of CLT:An emphasis on learning to communicate through interaction in the target language.（强调用目的语进行交际）The introduction of authentic texts into the
21、 learning situation.（在学习过程中模拟真实情景）The provision of opportunities for learners to focus,not only on language but also on the learning mangagement process.（学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理过程）An enhancement of the learners own personal experiences as important contributing elements to classroom learning.在
22、课堂学习过程中重视学习者的个人经验An attempt to link classroom language learning with language activities outside the classroom.课堂学习应与课外活动相结合Part1.6 Main features of commuicative activities(also refer to p.22,textbook)l.Example activitiesRole play Interviews Information gap Games Language exchange Surveys Pair work
23、Learning by teaching l Six criteria for evaluating lCommunicative purposelCommunicative desirelContent,not formlVariety of languagelNo teacher interventionlNo materials controlCommunicative ApproachlLanguage is used in a social context and should be appropriate to setting,topic and participantslStud
24、ents should be given an opportunity to negotiate meaning e.g.to try to make them understoodlStudents should be able to express their opinions and share their ideas and feelings,i.e.learn to communicate by communicatingProblems of CLTlProblem 1Whether it is culturally appropriate ad to meet the needs
25、 of learners from different contextslProblem 2Syllabus design and classroom teachinglProblem 3Whether such an approach is suitable for all age level of learners or all competence level of learnersPart 2.Task-based Language Teaching(TBLT):BackgroundlMastery of grammarlCommunicative syllabuses via.Str
26、uctural syllabuseslPresentation methodology:PPPlLearning is promoted by activating acquisition process in learners communicateRationale for task-based language teachinglTBLT proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating
27、 learner acquisition processes and promoting L2 learning.lTasks are believed to foster processes of negotiation,modification,rephrasing,and experimentation that are at the heart of SLL.Part 2.Task-based Language Teaching(TBLT)Task-based language learning(TBLL),also known as task-based language teach
28、ing(TBLT)or task-based instruction(TBI)focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.Such tasks can include visiting a doctor,conducting an interview,or calling customer service for help.Assessment is primarily based on task outcome(
29、in other words the appropriate completion of tasks)rather than on accuracy of language forms.Task-based language teaching(TBLT)lStress the importance of focus on form for L2 learning by drawing students attention to linguistic elements,not as discrete items presented to the learner,but as they arise
30、 in a meaningful classroom context,only if it is done while maintaining emphasis on meaning,communication and fluency.Framework of TBLTlApproachTheory of languageTheory of language learninglDesignObjectiveSyllabusTypes of learning and teaching activitiesLearner roleTeacher roleThe role of instructio
31、nal materiallProcedureClassroom techniques,practices,and behaviors observed when the method is usedTask-based language teaching(TBLT):ApproachlTBLT is thus based on a theory of language learning rather than a theory of language structure.ApproachlAssumptions about the nature of language to underlie
32、current approaches to TBLTLanguage is primarily a means of making meansMultiple models of language inform TBILexical units are central in language use and language learning“Conversation”is the central focus of language and the keystone of language acquisitionlAssumptions about the nature of learning
33、 to underlie Communicative Language TeachingTasks provide both the input and output processing necessary for language acquisitionTask activity and achievement are motivationalLearning difficulty can be negotiated and finetuned for particular pedagogical purposesDesignlObjectivesFew published(or perh
34、aps,fully implement)examples Examples reflecting goals of TBLTlEnglish Language Syllabus in Schools Malaysian(1975)A national,task-based communicative syllabusBroad goal:give all Malaysian secondary school leavers the ability to communicate accurately and effectively in the most common English langu
35、age activities they may be involved inlNational English Curriculum for Nine-year Compulsory Education(2011)DesignlSyllabusConventional language syllabusTask-based language syllabuslSpecifies the tasks that should be carried out by learners within a programlTypes of tasks(Nunan)Real-world tasks,which
36、 are designed to practice or rehearse those tasks that are found to be important in a need analysis and turn out to be important and useful in the real world.lE.g.using the telephonePedagogical tasks,which have a psycholinguistic basis in SLA theory and research but do not necessarily reflect real-w
37、orld taskslE.g.information-gap tasklTask TypesBangalore Project:both types of tasks(mentioned above)Examples of representative real-world tasks grouped according to themeslTypes of learning and teaching activitiesWillis(1996)Pica,Kanagy,and Falodun(1993)lLearner rolesGroup participantMonitorRisk-tak
38、er and innovatorlTeacher rolesSelector and sequencer of tasksPreparing learners for tasksConsciousness-raisinglThe role of instructional materialsPedagogic materialsRealiaProcedurelWilliss recommendationPretaskThe task cyclelTasklPlanninglReportPosttasklThe language focuslAnalysislPracticeGeneral ch
39、aracteristics a task involves:lFocus on exchanging and understanding meanings,rather than on practice of form or pre-specified forms or patternslThere is some kind of purpose or goal set for the tasklThe outcome of the completed task can shared in some way with others.General characteristics a task
40、involves:lTasks can involve any or all four skills:listening,speaking,reading and writinglThe use of tasks does not preclude language-focused study at some points in a TBL lessonConclusionlWhat is a task(a language learning task)?an activitythat has a non-linguistic purpose or goalwith a clear outco
41、meand that uses any or all of the four language skills in its accomplishmentby conveying meaning in a way that reflects real-world language use任务型教学法的理论基础任务型教学法的理论基础l语言学理论基础系统功能语言学：韩礼德（Halliday)l语言学习理论基础当代认知心理学:皮亚杰（Piaget)、布鲁纳（Blunar)社会建构学习理论活动教学论Skehan(1998)的的“任务任务”特征特征l意义是首要的；l有某个交际问题需要解决；l与真实世界中类
42、似的活动有一定的关系；l完成任务是首要考虑因素；l根据任务的完成情况评估任务的执行情况l启示：上述关于task的界定，可以看出task首先关注学生如何用语言沟通信息，进行有意义的交际，而不是强调使用何种语言形式；task具有现实中发生的可能性；学生学习的重点在于如何完成任务；评价的标准是学生能否成功完成任务。Nunan（1991）关于任务型教学特征的概）关于任务型教学特征的概括括l强调通过用目的语相互作用和影响学会交际；l将真实文本引入学习环境；l为学习者提供既关注语言，又关注学习过程本身的学习机会；l强调学习者个人经历在学习中的重要作用；l努力使课堂语言学习与课外语言激活联系起来任务型教学法
43、的优点及局限性任务型教学法的优点及局限性l优点l局限任务选择的随意性适应范围的局限性任务是否能取代专项测试Four components of a tasklA purposelA contextlA processlA productFramework for Creating a Task-based Learning Lesson(by Jane Willis)Task CycleTaskPlanningReportPost TaskAnalysis and practiceTBLPre-taskIntroduction to topic and task Exercises,exerc
44、ise-tasks and tasksPPP and TBLTlPPP:presentation,practice and productionPresenting the language,practicing it in a controlled way and then using it in a free communication production,e.g.in the audio-lingual methodPPP:three stages for teaching new languagelPresentationFocuses on a single point of gr
45、ammar,or the realization of a function,usually presented explicitly in a context lPractice(controlled practice)Presumed to enable learners to use and automatize the newly grasped rule or patternlProduction(free stage)The learner is expected to reproduce the target language more spontaneously and fle
46、xiblyA typical PPP Lesson ProcedureIntroducing a new language itemControlled practice:drilllingRepetition,dialogue readingProduce the language in a meaningful wayPresentationPracticeProductionHow to design tasks?lWhat is the objective of the task?lWhat is the content of the task?lHow is the task to
47、be carried out?lIn what situation is the task to be carried out?Five Steps to design taskslStep 1:Think about the students needs,interests,and abilitieslStep 2:Brainstorm possible taskslStep 3:Evaluate the listlStep 4Choose the language itemslStep 5Preparing materialsAdvantages and DisadvantageslAdv
48、antagesStudent-centeredMore meaningful communicationPractical extra-linguistic skill buildingl DisadvantagesNot appropriate for beginning studentsOnly expose certain forms of language,neglecting others such as discussion or debate交际法在小学英语教学中的运用交际法在小学英语教学中的运用l准备活动创设交际环境。常常通过英语歌曲、儿歌、英语短会话、英语小诗l情景教学通过直观媒体或语言设置情景，遵循兴趣第一的原则，采用听、说、演、唱、画、游戏等方式l机械性操练通常让学生模仿老师的朗读、跟录音朗读、替换操练等。要注意模仿的正确性，及时纠正学生不标准的语音、语调l配以情景的意义操练对对话进行改编练习，对课文提问，按提供的情景编制对话等。常采用同桌活动、小组活动、全体活动交叉进行l交际运用阶段创设模拟情景、安排游戏、小短剧、开生日会、购物、采访等形式，让学生在活动中运用所学知识谢谢观赏！
