任务型教学法(Task-based English teaching method)
任务型教学法(Task-based English teaching
method)
Introduction
Task-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s.The purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions.
This article has five main sections. The first looks at what is meant by t he term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself.
Ⅰ. What is task?
Different teachers and writers use different definitions of the term “task”, such as:
1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15)
2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83)
3﹑…an activity which is designed to he lp achieve a particular goal .
A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468)
Most people would probably agree on certain basic characteristics:
1﹑Tasks are activities in which students work purposefully towards an objective.
2﹑The objective may be one that students have set for themselves or one which has been set by the teacher.
3﹑Tasks may be carried out in competition with other or(more often) in collaboration.
4﹑They may be carried out individually or (more often) in groups.
5﹑The outcome may be something concrete( e.g. a report or presentation) or something intangible(e.g. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see this relationship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to learning the language.
Within this broad definition, some writers distinguish subcategories such as communication tasks and enabling tasks according to the extent to which they involve communication or focus on form.
Many other teachers and writers use a more restricted definition. They exclude activities where the learners focus on formal aspects of the language (such as grammar, pronunciation or vocabulary) and reserve the term “task” for activities in which purpose is related to the communication of meanings. Willis (1996,p.23) is one writer who adopts this definition. In this book tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.
Activities which focus upon and practice specific elements of knowledge, skills and strategies needed for the task are called exercises. The same distinction between tasks and exercises is supported by Ellis Nunan and Skehan. Skehan, for example, describes the criteria for a task as follows: 1﹑meaning is primary; 2﹑there is some communication problem to solve ; 3﹑there is some sort of relationship to real-world activities; 4﹑task completion has some priority; 5﹑the assessment of the task is in terms of outcome .
The definition reflects the meth od’s interaction but we can’t make a clear-cut distinction between “task” and “exercises”. This will be discussed in the next section.
Ⅱ﹒ Communication, Tasks and Exercises.
As we’ve seen, one of the key features of a communicative task is that centers focus on communicating meanings rather than learning or
practicing forms. However it is not usually simply a question of learning focusing either on meaning or on form. More often, it is a matter of degree. For example, there are some activities in which the learner may focus mainly on the production of certain forms that are being practiced, but he or she ma still be using these forms to convey meanings to somebody. This would be the case in, for example, this “Questionnaire survey” activity, in which the stu dents needs to use “can you…?” in order to find classmates who can do certain things, such as: who can speak three languages/ use a computer/ make cakes/ ride a bike/swim? In this activity, although the students have a communicative purpose (to find classmates with particular skills) it is also clear that they are practicing specific forms. At other times, the emphasis on communicating meanings may increase but students may still pay attention to the forms they are producing (and which indeed, they may just have been taught). This might be the case in this role play if students are asked to perform it shortly after learning how to make enquiries and give information about hotel accommodation. Each student has one of the following role cards: student A: You arrive at a small hotel one evening. In the foyer, you meet the manager(ess) and 1. Ask if there is a room vacant. 2. Ask the price, including the breakfast.
3. Say how many nights you would like to stay.
4. Say what time you would like to have breakfast; student B: You are the manager(ess) of a small hotel that prides on itself on its friendly, homely atmosphere. You have a single and a double room vacant for tonight. The prices are: ＄100 for the single room, ＄160 for the double room. Breakfast is ＄15 extra per person. For guests with cars, there is a free car park. Since it is impossible to draw a clear dividing line between activities where the focus is on form (exercise) and activities where the focus is ion meaning (task), it is useful to think of a continuum with varying degrees of focus on form and/or meaning. Activities can then be classified according to where they lie along this continuum. The continuum is divided into five sections. From sectionⅠ to sectionⅤ , the content from forms to meaning is becoming stronger and stronger.1. Non-communicative learning. Focusing on the structures of language, how they are formed and what they mean, e.g. through exercise, “discovery” and awareness-raising activities. 2. Pre-communicative language practice. Practicing language with some attention to meaning but not communicating new messages to others, e.g. in “question- and- answer” practice. 3. Communicative language practice. Practicing language in a context where it communicates new information, e.g. information gap activities or personalized questions. 4. Structured communication. Using language to communicate in situations where elicit pre-learnt language but with some unpredictability, e.g. in structured role-play and simple
problem-solving. 5. Authentic communication. Using language to communicate in situations where meanings are unpredictable, e.g. in
creative role-play, more complex problem-solving and discussion. The activities at the top are obviously “exercises”. Those at the bottom are obviously “tasks”. Those in the middle (2-4) have features of both.
Ⅲ. From Non-Communicative Learning to Authentic
Communication.
The section will elaborate on the previous one by giving examples of activities from five parts of the continuum from “focus on form” to “focus on meaning”. In the terms discussed above, thi s corresponds also to a progression from clearly defined ‘exercises” to clearly defined “tasks”.
1. Non-Communicative Learning.
It is in this category that there is the least element of communication.
Here, for example, students are involved in “discovering” a rule of grammar on the basis of examples. In the examples below, look carefully at the position of the adverbs “always”, “often”, “sometimes”, “usually”, and “never”.
What are the rules?
A. We are usually hungry when we come home.
John is always late.
His parents were often tired in the evening.
I never sure whether this word is correct.
B. I sometimes go to the cinema on Fridays.
We never eat much in the morning.
Jane often arrives at school early.
They always come home late at night.
C. They have never written to me again.
You can always come and visit me.
I will never know why he did it.
Pat has often seen him with two dogs.
The students are then required to apply this rule to a new set of examples: Put the adverbs into the right places in the sentence below.
A. We play football in the evening (often).
I can catch the first bus in the morning (never).
Jack and Jill are very happy (always).
They visit me (sometimes).
You write very good English (usually).
B. They have been to Jinan (often).
We drink tea for breakfast (always).
You are cheerful (usually).
John can keep a secret (never).
He has refused to speak to me (sometimes)
2. Pre-Communicative Language Practice.
In this category the focus is still on the practice of discrete items of language but, in order to produce the appropriate forms, the students have to pay attention to aspect of meaning. In the first activity, they have to find out what Richard and Fiona “have to do” and what they “would like to do”. Richard’s obligations are cleaning floors, washing windows and emptying the bins. His desires are to go to evening school, to get
a better jo
b and to marry Fiona. Fiona’s obligations are typing letters,
answering the telephone and doing photocopying. Her desires are to earn more money, to take holiday abroad and to marry her boss.
The best known type of activity that belongs to this category is the familiar “question-and-answer practice” in which students have to answer (and sometimes ask) questions about a situation, picture, or topic.
The answers are already known but students have to pay attention to meaning in order to produce them. The questions are as follows: How many students are there in the class? Are there more boys than girls? Who is sitting next to Jane? Which lesson is this now? etc.
3. Communicative Language Practice
The main difference between this category and the previous one is that there is now some kind of “information gap”, that is, the language conveys meanings that were not previously known to everybody. The
question-and-answer practice just described would come into this category, if the questions elicit information that was previously unknown, e.g. what students did at the weekend or who their favorite singers are. In a task-based approach, however, the practice is more likely to be structured in some way so that there is a recognizable context, purpose and outcome.
This structuring may be achieved in a variety of ways, for example, a “guessing-game” format. Another common question probl em is to use simple questionnaire surveys in which the information gap is created by the students’ own individual experiences and ideas. For example, who is one’s favorite singer/actor/actress etc.?
As a written follow- up task, students may be asked (individually or in groups) to write a short report on what they have found out about their classmates’ preferences.
4. Structured Communication
In the examples given so far, it has been possible to predict the exact language that is needed in order to perform the exercise or task. These activities therefore offer clear ways to practice specific areas of grammar. As we move to the next category along the continuum, we enter
a domain in which the focus shifts further on to the communication of
meanings. This means that, as we move further into this domain, it becomes
increasingly difficult to predict what language will be required and therefore to associate an acting with the practice of specific linguistic structures. It is, however, possible to structure the activity in such
a way that it is likely to elicit a particular range of language and, above
all, so that the teacher knows that the students are equipped with language to perform it. Thus, in this activity, the students will need to make
the use of role-play in which the students are given general instructions as to what views or ideas they should express but left to decide for themselves on the exact meanings and language. An example of this was the role-play described earlier, in which students were asked to book hotel accommodation.
5. Authentic Communication
One of the characteristi cs of “authentic communication” is that the language that is used depends on the meanings that arise naturally in the course of communication. The teacher still “controls” the activity, by creating a situation which he or she thinks is suitable, but has even less control than in “structured communication” over the actual language that students will need. Students may need to activate any part of their language knowledge that is relevant to the meanings they want to
understand or convey. In authentic communication, then, the students are not asked to focus on individual parts of the grammar. Rather, they are
asked to draw on the whole of the grammar that they have so far internalized and use it as a means for conveying whatever meanings may arise. There was always also a strong element of this in structured communication, but there the students were more “protected” from the unpredictable needs that arise in natural communication.
In authentic communication activities it is important to have a context and purposeful developments towards an outcome. They are therefore often larger in scope than those discussed earlier. This is not necessarily the case, however, as we see from this example:
I Love Music!
How do you feel when you listen to music? Why do you like music? Discuss with your partner. Write down five reasons.
Here is an example which is larger in scope and also illustrates the principle of “task-dependency”, in which individual tasks are connected with each other to form a more extended task or project:
Module: Study, School Life, Work.
Unit: Part-time work?
Task: Making the Right Choice, Part 1
The following are 4 case students of fellow students who wish to take part-time work.
1. In groups of four, discuss whether they should take up part-time jobs
and give reasons.
2. Suggest alternatives to each one of them. Instead of taking up
part-time work, what else can they do to address their needs?
3. Each group will select a spokesperson to report their conclusions
to the whole class. After listening to all the groups, the class will vote for the group with the best suggestions.
Case 1: Michael
Michael is tall and strong and spends a lot of time on sports activities in school. He lives far away from school. His grades are average.
He wants a part-time job so that he can buy more expensive sports
equipment.
Case 2: Pansy
Pansy is very smart and is the best student of the form. She is quiet and shy. She wants to take up a part-time job to gain some work experience and develop more confidence when working with other people. She has strong computer skills.
Case 3: Nick
Nick’s father has been out of work for a long time and his mother may soon lose her job. Nick wants very much to earns some money for the family. His grades in school are not very good. He is polite and
hardworking.
Case 4: Lucy
Lucy has average grades in school. She is the only child in the family and her parents are busy at work all the time. She feels bored at home. She wants to take up a part-time job because she thinks it may be fun. She loves music and plays the piano and violin.
Module: Study, School Life and Work
Unit: Part-time work?
Task: Making the Right Choice, Part 2
The 4 people in Part 1—Michael, Pansy, Nick and Lucy—have read the following 8advertisements for part-time work and have made the following choices:
Michael: Distributing leaflets
Pansy: Chinese Character Input.
Nick: Poster Distribution
Lucy: Fish and Chips Shop
You think one of them has selected a job highly unsuitable for him/her. Write a letter about 150 words to persuade him/her not to take up the job. You may consider the factors discussed in Part 1, such as: his/her need for a part-time job, the working hours, traveling time, the pay, effects on his/her health and studies, nature of the work, his/her personality and skills and alternatives which may address his/her problem At the beginning of this section, two examples of “grammar discovery” activities were given, one relating to the placement of adverbs and the other to the use of the passive. These were described as examples from the “form-focused” end of the form-to-meaning continuum (i.e. as “exercises”), because the students’ purpose was to discover grammar rules rather than communicate with each other. If, however, the students are asked to discover the rule in groups and the language which they use is English, then the activity fulfils the criteria for a “task”: the discussion has a context, a communicative purpose and an outcome. Indeed, in the context of the English classroom, discovery tasks related to grammar are a natural component, comparable to discovery tasks in science and other so-called “content” subjects.
Ⅳ Three “generations” of task
In the previous section we moved from the domain of exercise and into the domain of tasks: the first two subsections contained clearly “tasks”; the last two subsections contained clearly “tasks”; and the middle subsection was a transition or mixed category. Now we will start in the “task” part of the continuum and look at tasks from another perspective, namely, the ways in which they contribute to the communicative, cognitive and personality development of the students. The discussion will take us through three “generations” of tasks, from relatively small-scale tasks in which students practice aspects of communication, through tasks which
demand greater cognitive input from the students, to larger-scale tasks which also deve lop other aspects of students’ personality.
This framework is the one presented by Ribé and Vidal (1993). The examples are also taken from the same source.
First Generation Tasks
The main aim of “first generation” tasks is develop students’ communicative ability in a specific type of situation or area of language.
The task is often structured around a particular set of functions or a simple problem (often involving an “information gap”). Here are two examples:
Simulation
You are a customer in a big store. You want to buy the following items:
a pair of slippers, two compact-discs, and a filofax. Walk around and ask
politely for directions to the departments/counters you need. Buy the items. Use the language you have practices in class.
Problem-solving
The students have a map of London with bus underground routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)
Second Generation Tasks
The tasks in the second category pose challenges of a broader nature.
They aim at developing not only communication skills but also general cognitive strategies of handling and organizing information, such as:
1. analyzing what information is needed in order to complete the task.
2. deciding on procedures
3. collecting information.
4. selecting relevant data
5. presenting data in an organized way
6.analyzing process and results
The language is now a medium for carrying out a “real” piece of work, similar to what students may also need do outside their language course. Students therefore need to draw on a wider range of language. They also need to engage in continuous processing of input and output (reading for information producing reports, etc.). For example, “Throu gh
foreigners’ eyes”. The objective of this task is to collect and analyze information on what tourists of different nationalities think of
students’ country/city/town.
1. Students decide (a) what they need to know; (b) how to get this
information (interviews, questionnaires, tourist brochures, etc) (c) where to get the information (airport, beach, library, tourist
information office, etc) (d) when to obtain the information (e) what
grids/database format they want to use to collate the information (f) the kind of questionnaires/interviews they want to devise (g) the language they need to carry out the interviews.
2. Students carry out the research, transcribe the interviews and put
the information together.
3. Students select relevant data, decide on a format (posters, dossiers,
etc) for their presentation.
4. Students make a report and present it
Third Generation Tasks
With third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies mentioned above, they also aim to develop the personality of the students through the experience of learning a foreign language. They go further than the previous tasks in aiming to fulfill wider educational objectives, such as enhancing
motivation and awareness, developing creativity and interpersonal skills, etc. they also go further than the previous tasks in their degree of authenticity and the extent to which they involve all aspects of the students’ personality and experience. Here is the example given by Ribé and Vidal (1993, p.3):
Designing an alternative world
1. Students and teachers brainstorm aspects of the environment they
like and those would like to see improved. These may include changes to the geographical setting, nature, animal-life, housing, society, family, leisure activities, politics, etc.
2. Students are put into groups according to common interests. The
groups identify the language and information they need. The students carry out individual and group research on the selected topics. The students discuss aspects of this “Alternative reality” and then report back. They decide on the different ways (stories, recordings, games, etc) to link all the research and present the final product.
3. Students present the topic and evaluate the activity.
The three generations of tasks and their contribution to the students’ development are summarized below:
▲ First generation task: communicative development
▲ Second generation task: communicate development and cognitive development.
▲ Third generation task: communicative development cognitive development and global personality development.
Second and (particularly) third generation tasks will often be integrated into extended project work.
The n otion of “generations” of tasks implies that each category has developed out of the preceding one and is thus in some way more advanced in the demands it makes on learners and teachers alike. It may thus be
expected that learners and teachers will not start with second or third generation tasks but begin with the simpler, first generation tasks and as they gain in experience, gradually extend their repertoire to include those which are more advanced.
Within this framework, student and teacher are no longer two separate poles (i.e. the teacher gives information and the students receives it) as in the more traditional type of teaching, but two entities working together, planning, taking decisions, carrying out the task and sharing the final sense of achievement.
Ⅴ Conclusion
To conclude this article, I would like to use a simple mnemonic, based on the word “task” itself, to summarize some of the aims and benefits that we can hope for task-based learning to achieve: T (together: speaking or silently) A (activate: purposefully) S (skills: communicative, cognitive and interpersonal) K (knowledge: from all domains of
experience). The message is self-explanatory. Together, over coming the isolation of the traditional classroom, students with their teacher activate their skills and knowledge. Often this togetherness may take the form of overt speaking, but even in silent tasks students may keep a sense of the classroom as a learning community. The activity that takes place is not unguided “busy-work” but purposeful mov ement towards targets and objectives (both in the overall direction of learning and in terms of specific learning activities). The skills which students perform and develop are communicative and also —particularly as they move into the second and third generations of tasks—cognitive and interpersonal.
Finally the boundary between the classroom and the outside world is increasingly reduced, as the tasks encourage students to relate learning to the whole domain of their experience.
Acknowledgement:
This paper would not have been possible without Mr. Li Zhiqiang, who held
the light of understanding while explored the darkness. It was his patience and sound advice that saw me through.
It would be impossible to name Mr. Xie Hongming and other friends who offered their advice and great help.
Sincerely thank you all.
References:
1. Byrne, D.1986. Teaching Oral English. London: Longman
2. Freed-Booth, D. 1986.Project Work. Oxford:Oxford University Press.
3. Ellis, R 2000. Task-based research and language pedagogy. Language
Teaching Research: 193-220.
4. William Littlewood 1981. Communicative Language Teaching: An
Introduction. Cambridge University Press.
5. Harmer, J. 1987.Teaching and Learning Grammar. Longman.
6. Skehan, P. 1998 A Cognitive Approach to Language Learning. Oxford
University Press.
7. Nunan, D. 1989. Designing Tasks for the Communicative Classroom.
Cambridge University Press
8. Ribē,R. and N. Vidals. 1993. Project Work: step by Step. Oxford,
Heinemann.
9. 鲁子问. Task-based Language Teaching Design（《任务基础上的语言教
学设计》 2002）
10. 杨树香. On designing Tasks.（《浅议任务设计》2003.）
初中英语任务型教学法
初中英语任务型教学法 国家《英语课程标准》明确提出“本课程倡导任务型的教学模式”，要求“教师应该避免单纯传授语言知识的教学方法，尽量采用‘任务型’的教学途径”（教育部，2001），因为任务型教学被认为是在培养学生运用能力方面“现有的最有效的方法（the most effective means currently available, P. Skehan, 1998）”。 任务型教学（task-based approach）是20世纪80年代以来西方英语教育最新发展成果，是“交际法”(communicative approaches)的最新发展。 对于任务有着不同层面的定义，总的来说，任务是一种教学活动，“是一件以意义为中心的活动，使学习者使用目的语参与到理解、处理、输出和/或互动之中。”（D. Nunan, 1989） 依据对D. Nunan, J. Yalden, P. Shekan等人的著作和《英语课程标准》等文献的阅读分析，结合对按照任务型教学思路编写的小学教材《新标准英语》、初中教材《新目标英语》的分析，我们可知，任务型教学具有以下基本特征： 1．任务型教学是交际法(Communicative Approaches)的一种新的形态，是交际法的发展，而不是交际法的替代物。（J. Yalden） 2．任务型教学强调教学过程，力图让学生通过完成真实生活任务而参与学习过程，而让学生形成运用英语的能力，因此，任务型教学克服了以功能为基础的交际教学法不重视过程的不足。(D. Nunan, P. Skehan) 3．任务型教学仍然强调培养学生运用英语进行交际的能力，但从更广泛地层面强调培养学生综合语言运用能力。(P. Skehan) 4．任务型教学强调以真实生活任务为教学中心活动，修正了以功能为基础的教学的活动中存在的真实性不足的问题。(D. Nunan) 5．任务型教学要求教学活动要有利于学生学习语言知识、发展语言技能，从而提高实际语言运用能力，也就是说，任务型教学并不反对语言知识教学，而是倡导以语言运用能力为目的的语言知识教学。因此，任务既有真实生活任务，也有学习性任务。(D. Nunan, J. Richards, S. Gass) 《新标准英语》是遵循国家《英语课程标准》编写的全新的初中英语教材，因此，已经按照任务型教学思想在教材中设计了相应的任务，供老师在教学中使用。我就任务型课堂教学的程序给您提供以下建议。 1、任务呈现 这是任务型的课堂教学所特有的教学环节，任务型的课堂教学一开始就呈现出任务，让学生从课堂教学一开始就明确要完成的任务，然后在任务的驱动下去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的（task-driven）过程，有利于强化学习的兴趣和动力，同时有利于体现任务的真实性。也可以在课堂教学一开始不呈现任务，而只是在知识学习和技能训练结束后再呈现任务，并完成任务，但这不是任务驱动型的教学过程，学生的学习动力不如任务驱动过程那么强。 2、任务准备：知识与技能教学 任务准备过程实际上就是我们的课堂教学过程，课堂教学就是为完成任务而进行知识与能力准备的过程。我们在课堂教学一开始把运用任务呈现给学生之后，学生能够感受到没有足够的知识、能力、技能、信息和文化理解，任务的要求与他们目前的知识与能力存在着明显的知识差距、能力差距、技能差距、信息差距和文化差距。因此，学生就在任务的驱动下，通过学习教学内容来获得完成任务所必需的知识、能力、技能、信息和文化理解，然后才能完成这个任务。这个学习教学内容的过程就是通常的知识教学和技能训练的过程。
浅谈初中英语任务型教学法
浅谈初中英语任务型教学法 浅谈初中英语任务型教学法 轵城二中张静 任务型教学法的理论基础是“输入与互动假设”。Krashen强调，掌握语言大都是在交际活动中使用语言的结果。他认为：学生掌握语言必须通过“可理解性的输入”。假如输入在一定限度上超出个人的现有水平，语言习得就自然产生。Long(1998)提出：语言必须通过“对话互动”才能习得。他认为，语言习得不可缺少的机制是“变化性的互动”。根据上述理论，外语课堂教学应具有“变化性互动”的各项活动，即任务，学生只有在完成任务的过程中进行对话性互动，才能产生语言习得。 任务型教学的目的主要是培养学生的语言交际能力，这不仅是指语法正确的说和写的能力，还包括社会语言能力、语域能力和策略能力。 一、任务型教学的特点 任务的设置要以意义为中心，要重视学生的信息沟通；任务的焦点是解决某一个实际问题，它在现实生活中有发生的可能性，要贴近学生的生活和经历，能引起学生的共鸣，激发学生积极参与的欲望；任务的设计和执行应注意任务的完成，即交际问题的解决；任务的完成结果是评价任务是否完成的标志。在实践中，我们逐步认识到，基于任务型教学理念所进行的课堂教学有以下特点：1、任务型教学在课堂教学一开始就呈现任务，让学生在任务的驱动下运用目标语言做事，一下子提高了学生的学习兴趣，增强了学生的学习动力，激励学生主动参与，改变了学生被动学习的局面，也体现了任务的真实性。 2、学生在运用目标语言完成任务的过程中，始终处于一种积极的、主动学习的习理状态，任务的参与者之间的交际过程也是一种互动的过程。为了完成学习任务，学习者以意义为中心，尽力调动各种语言与非语言的资源进行意义共建，已达到解决某种交际问题的目的。完成任务的过程，催化了学习这一自然的和有意义的语言应用。营造了一种有利于学习者语言习得和内化的最佳环境。 3、任务型教学具有目的性、过程性、综合性和对思维的挑战性等特点，很好地体现了现化语言教育中关于交际能力、认知过程、感受与经历、信息分析与整合、学习策略以及合用学习等理念，从而使学生获益匪浅，既培养了他们的语言综合能力，又发展了学生本身。 二、任务型教学的基本步骤 我们把任务型语言教学理论应用于初中英语教学，逐步确立了“联系教学内容，联系社会实践，联系学生生活实际，设计真实可行的任务活动，让学生用英语解决实际问题，发展学生综合语言运用能力”的初中英语任务型教学的基本模式。我们将其简化为“三化”，即：教学过程活动化、教学活动任务化、教学任务真实化。 Willis（1996）提出了任务型教学的三个步骤： 1、前任务（pre-task）：即教师先引入任务。 2、任务环（ task circle）： a、任务（task）即学生执行任务。 b、计划（planning）即各组学生计划如何向全班报告任务完成情况。 c、报告（reporting）即学生代表向全班报告任务完成情况。 3、后任务（post-task）：
任务型教学法task
Nunan将任务定义为指导学生在学习目的语的过程中领悟、使用、输出语言和互动的课堂交际活动，它重点关注的是意义，而非语言形式。任务为语言学习和使用提供了一个目的，而不再是单纯地学习一门语言。 在大量文献资料中对任务的定义，产生了三个共同特性：一、任务具有较为明确的目标指向，比如说画一幅地图或者预订一家旅馆；二、输入材料，关于如何画画的指令或者一份旅馆的广告宣传；三、一个及以上的相关活动或程序，如基于广告提供的信息来决定预订哪一家旅馆。 任务型教学法是从20世纪80年代逐渐发展起来，现在任务型教学法已在第二语言教学大纲设计和二语习得研究中广泛应用。因为任务特别是小组合作能促进自然地学习与交流，催化习得过程，这种方式与交际教学法更为契合。 任务型教学会根据教学方面的因素来分类，也就是说他们有效建立课堂互动过程和产生协商交流的能力；此外还会依据心理学的因素来分类，也就是刺激内部习得教工过程的潜能。在目标任务、真实任务以及课堂任务之间也产生了区别。 一项在语言教学中被广泛使用的任务就是信息差任务。信息差任务也就是一位参与者持有另一位参与者所不知道的信息，而必须通过互换信息来完成任务。“找出不同点”是一个典型的信息差任务，参与者会得到一些类似却有略微不同的图片，在不看别人图片的情况下，所有人在找出不同点上达成一致。 另一项交际性任务是问题解决任务，比如说，提供参与者线索并要求他们做出解释直到最终解决问题。决策任务是期望参与者在所提供的结果中选择一个结果。还有一些别的任务例如拼图、角色扮演、模拟、口头讨论和设计任务。 在任务设计方面存在的一个问题就是如何在选择和界定目标时找到一个清晰的标准。这是因为有诸多因素对任务产生干扰，包括任务的认知困难，学习者需要加工和产生的语言的数量，执行任务时产生的心理压力，时间压力以及所涉及的知识背景的数量和类型。 比如说，“找出不同点”只要求学生建立一个存在或不存在（未描述的）的项目，这个要求显然比需要精确描述的要求来的低。同样的，加工处理一段包括标题，副标题，照片，图画、图表、曲线图等的内容显然比加工处理一段没有任何前后文联系的文章来的容易。 二语习得研究表明有一些任务比其余的更有利于学习者的语言发展，例如，双向任务即在交互过程中每一个参与者都拥有信息来提供交换，这种方法比单向任务（一个参与者提供信息，另一个参与者仅对给出的信息产生反馈）更为有效。汇总型任务（一个加过必须进行商定统一）比分散型任务（接受来自参与者的不同观点）能产生更多的言语。 另一个根据任务结构的难度和复杂性的划分包括前任务和后任务活动的结合，为学习者提供视觉支持和任务框架。任务设计的突出点包括真实的文本和活动以及语言技能的整合。各类任务提供了三种不同的基本的教学大纲类型：过程、程序和任务。 不管任务型教学大纲的简短历史，任务型教学在产生刺激性的教学材料上有很大的影响力，而且从根本观念上改变了25年前所以为的好的教学实践活动。
任务型教学法教学案例
任务型教学法教学案例 重庆市第二十五中学吴量由美国汤姆森学习出版集团出版的Go For It在我区广泛使用，给师生双方提出了一个新的教学理念——任务型教学法。 任务型教学法的核心思想就是让学生模拟人们在社会、生活中的各项活动，扮演各种角色。所有的内容都是学生周围的人和事情，扮演起来非常熟悉，很容易地把课堂上所学知识与日常生活中的语言结合起来。 任务型教学法就是把根据人们在社会生活中所做的具体事情来设计课堂上的“任务”，我们的教学目标也正是培养学生综合应用语言知识，完成这些模拟“任务”的能力。 新《英语课程标准》提倡“任务型”的教学途径，以学生“能做某事”为目标要求。“learning by doing”是我们应当遵循的基本原则。这要求我们根据单元目标和教学内容，创造性地设计出贴近学生实际生活的教学活动，即布置“一个既新颖有趣而又熟悉任务”。任务的设计要提供给学生明确、真实的语言信息。使学生在一种自然、真实或模拟真实的情境中体会语言并掌握、应用语言。从而培养学生的交际能力。 在传统的课堂上，老师都是以单词的记背、语言点和语法知识的讲解和训练为重点；教师“唱独角”，多是以老师为主，学生为辅。长期以来我们大搞“题海”战术，而忽视了学生实际语言运用的能力，结果造成“哑巴英语”的现象。“应试教育”的旧观点让我们一
味追求升学率，这种观点压得师生都喘不过气。 作为一个新时代的老师，我们要积极主动地转变教学观念，学习新的教育理论。让学生真正成为学习的主人。但是，对于这个产生于20世纪80年代的新理论，我也有一些困惑和不适应：我从小接受的都是传统的教学方法，如何尽快适应新旧理论的过渡？如何使学生既掌握知识，又培养语言运用的能力？如何在教学活动中更好地驾驭任务性教学法？ 作为对任务性教学理论的探索，我曾经承担了一次渝中区进修学院课为“创造性地使用教材”的公开课。我对Unit 5 How was your weekend?的设计如下： 首先，我在本单元中使用多媒体来辅助我的教学。 课前：（展示幻灯片1）为活跃气氛及吸引学生注意力，我们一起唱节奏较快的英文歌：Sha la la。（在Sha la la这部分重复的时候拍手。） Step1 值日生做值日报告 值日生首先介绍她如何度过上周末（She bought a new T-shirt in Jiefangbei.）。然后我就她的短文向全班提问：What did she do last weekend? Where did she buy the T-shirt? When did she buy the T-shirt? 在这个环节中既锻炼了学生的听力和口语，又很自然地复习了一般过去时态。
英语任务型教学模式初探
英语任务型教学模式初探 发表时间：2016-06-02T15:11:24.400Z 来源：《未来教育家》2016年第5期作者：吴宝山 [导读] 农村英语课堂教学中普遍存在知识传授比重大，语言实践不足的问题。 甘肃省武威市凉州区西营镇红星九年制学校吴宝山733000 [摘要]：自《英语课程标准》颁布实施以来，在英语课堂教学中实施任务型教学法已有一段时间，但还存在一些问题，不能有效发挥任务型教学法的优势。英语教学中教师应注意以下几点：在设计任务时，要遵循真实性、“任务链”、可操作性、兴趣性等原则；设计的任务要考虑学生的个体差异，实施差异任务教学；英语教学任务完成后，要对任务结果展开有效的评价；同时要注意自身在任务实施不同阶段的角色转换，使任务顺利、有效的开展。 [关键词]：课程改革；英语教学；任务型教学 权威调查显示，当前我国中学英语课堂教学呈现这样的特点：教师讲解多于学生操练；教学过程中，使用英语的比例较低；教师的教学以词句翻译为重，教学的侧重点是语言知识的传授。受以上教学方法的影响，农村英语课堂教学中普遍存在知识传授比重大，语言实践不足的问题。 针对上述问题，教育部于2001年颁布了《英语课程标准》，强调英语课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学模式，激发和培养学生学习英语的兴趣，帮助学生树立自信心，形成有效的学习策略，养成良好的学习习惯，使学生掌握一定的语言基本知识和基本技能，建立初步的语感，获得基本的语言运用能力，了解文化差异，培养爱国主义精神，为学生的成长、发展和终身学习打下良好基础。这为我国英语教学改革指明了方向，也对英语教学提出了具体的新要求和新目标，尤其是任务型教学法的提出，标志着英语教学领域教育观念的转变。 一、任务型教学的背景 任务型教学模式(Task-based Learning)是20世纪80年代外语教学研究者经过大量实践和研究总结出的具有重大影响的语言教学模式。它把语言运用的基本理念转化为具有实践意义的课堂教学方式，它是以完成任务为驱动，以具体的任务为载体, 将学习语言形式、掌握语言技能、发展语言能力融为一体的语言教学方法。它强调让学生通过听、说、读、写、想等活动去做事情,在做事情的过程中自然、自主地使用所学语言并逐步掌握语言技能,发展语言能力，直接通过课堂教学让学生用英语完成各种真实的生活、学习、工作等情境任务，将课堂教学的目标在活动中得以实现。 二、任务型教学的意义 1、任务型教学活动有利于发展学生的主体性 任务型教学模式体现了现代语言教育中关于交际能力、认识过程、感受与经历、信息分析与整合、学习策略以及合作学习的教育理念，它为学生提供了发展的条件和空间。 2、任务型语言教学模式也体现了英语实践性强的特点。它彻底改变了以往单一的记忆、接受、模仿的被动学习方式，通过真实、有趣、有意义的任务激发学生的学习兴趣，有利于学生主动参与，亲身实践，独立思考和合作研究，充分发挥他们的语言知识能力。 3、任务型教学有利于新课程目标的实现。 英语教材遵循着交际性、结构性、科学性、思想性、趣味性和注重智力发展的原则，力求通过大量的语言输入、丰富的题材内容、多层次的语言活动、多元化的文化知识，发展学生的语言知识、语言技能、情感态度、学习策略及文化意识等素养，使他们在学习过程中发展综合语言运用的能力。 三、任务型教学活动的设计原则 1、语言、情境要真实 要给学生提供明确真实的语言信息、语言情境和语言规律，要使学生在一种模拟真实的情境中体会感悟和学习语言，设计任务所需的情境材料应来源于真实生活。只有贴近学生的生活实际，才能更易于学生理解，进而使学生高效地掌握知识，提高其语言运用技能。 要强调的是，真实不是拿来就用，因为源自生活的真实任务可能与我们的课堂教学内容无直接的关联，它需要我们结合教学内容、学生特点对其进行加工、设计，使其更加符合教学的需要。 2、任务的“链条”原则 所设计的任务应由易到难、层层深入，形成由低级任务到高级任务，再由高级任务涵盖低级任务的过程循环，并由数个相互关联的单个任务构成“任务链”。这一原则要求教师在设计不同的教学任务时要考虑它们之间的关系，即后面的任务要建立在之前任务的基础之上，它们之间应该相互联系、具有统一的目标指向。 3、形式和功能相结合 设计任务时要注重语言形式和语言功能相结合。要让学生在掌握语言形式的同时，学会自我培养掌握语言功能的能力，使学生在学习语言形式的基础上，通过一系列任务的训练来理解语言的功能，并能运用在交际活动中。 4、可操作性原则 在任务设计中，教师应考虑到它在课堂环境中的可操作性，尽量避免环节过多、程序过于复杂的课堂任务。教师首先要根据具体条件，围绕特定的交际目的和语言环境，设计出操作性强的任务化的课内外教学活动，使学生在有效的交际活动中完成任务，从而达到学习语言和掌握语言的目的。 5、兴趣性原则 兴趣是最好的老师，它能使人处于一种积极向上的心理状态。教师在设计任务时，要考虑学生的兴趣点，选择能使学生产生共鸣的话题，这样才能激发学生的求知欲望，使其积极投入到课堂活动当中。 6、活动要有针对性 所设计的活动应吸收全体学生参加，因此，我们就必须把活动设计为若干种形式，这样就可以保证有效的分层次教学，使不同水平的
初中英语任务型教学案例
初中英语任务型教学案例 新课程重视学生知识与技能、过程与方法、情感、态度、价值观。在英语课堂教学过程中，教师不仅要求学生掌握新的语言知识，而且更应注重新的语言技能的形成和扩展过程。任务型课堂教学模式就是建立在这种思想上的以促进学生主动发展为宗旨的新型教学模式。任务型教学模式是将英语的教学目标整合到一个或多个具体的活动任务当中，使学生在使用英语完成任务的同时，不知不觉中学会英语，更主要的是培养学生运用英语的能力。 一、教学背景： 本课为冀教版七年级下Unit6 Lesson47 Two season or Four?教材内容贴近生活实际，描述四季及不同季节的气候特征。通过四季不同景物的呈现，让学生运用What do you like to do? What is you favourite season? Why? Because…句型进行交际。体会加拿大独特的气候特点。在第二部分安排了一首四季歌曲，使学生在轻松愉快的气氛中体验学习的快乐。七年级学生已初步掌握了描述天气和月份的词语，也曾接触过spring, winter, fall这些单词。采用呈现四季不同的景物图片来展开教学，使学生不知不觉参与到描述四季的活动中来。句型What do you like to do? Why? Beacause…此前已多次接触，设置任务很容易。 二、教学目标：
本课教学的中心任务是让学生运用所学词汇谈论四季，能运用于描述季节及季节的特征，并运用所学句型谈论不同季节的活动。设置任务，让学生在教师指导下主动参与、交流、合作。以感知、体验、实践、合作等方式，来实现目标任务。养成良好的英语学习习惯，促进英语实际运用能力的提高。培养学生的合作精神和综合运用语言的的能力。 三、教学方法: 任务型教学法 四、教学准备： Some cards with months written on them pictures with different season scenerry A tape recorder,a microphone 五、教学过程： Greeting and Social English 1．Sing“The months song”. 2．Greeting. T: Good morning,class! How are you? Review the months and the weather Team guessing game. Students choose a card with a month and give the information bit and bit to the others.Guess which month it is. S1: It is very cold.There is much snow. S2: November. S1: No.Christmas Day is coming this month. S2: December
任务型教学法在小学英语教学中的运用说课讲解
一、选题背景 为适应我国经济建设与发展的需求，根据我国教育实际情况，我国各地小学逐步开设小学英语课程，并制定相应的新的课程标准，新课标强调英语课程要发展学生的综合语言运用能力，要求学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力，教师应该避免单纯传授语言知识的教学方法，尽量采用任务型的教学途径，让学生在教师的指导下，通过感知体验实践参与和合作等方式，实现任务的目标。 任务型教学(Task-based Language Teaching)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。这是20世纪80年代兴起的一种强调“在做中学”(learning by doing)的语言教学方法，是交际教学法的发展，在世界语言教育界引起了人们的广泛注意。任务型教学法在国外已有二十多年的历史，国内相关研究与实验时间并不是很长，如何将国外的任务型教学理论与实践本土化，形成适合中国国情及英语教学环境的具有中国特色的任务型教学模式，是我国小学英语课程改革当务之急。2007 年，我省全面实施新的课程标准。时隔7年，新课标所倡导的任务型教学法实施状况成为教师教育研究关心和关注的主要问题。 本研究以高新区雷锋小学以沛县前程子小学为例，通过对任务型教学法在小学英语课堂教学的应用情况的调查研究，进一步了解任务型教学法在我省的实施现状，为相关部门的小学教师教育及教师培训提供第一手资料，进而提高我省小学英语教学水平和教学质量。 二、研究意义 1.理论意义 （1）适应学生个体发展的需求。 我们的英语教育不能仅仅停留在知识的习得上，更重要的是注重培养学生语言运用能力。本研究所提倡的“任务型教学法”，能极大地发展学生主体意识和合作意识，培养学生语言感知能力，为学生拥有综合语言运用能力打下坚实的基础。 （2）适应深化课堂改革的需求。 本研究的调查结果分析将为实现改变学生学习方式，调动学生积极性和主动性，从而有效地提高课堂效率起到有效的促进作用。 （3）适应教师教学观念转变的需求。 本研究的最终理论成果将会促进部分教师转变传统教学模式，适应新课改要求，逐渐实现课堂“以生为本”的理念。 2.实践意义 （1）本课题的研究有助于学生语言实际运用能力的提升。 随着课题研究的深入，通过对师生教与学状况的调查与分析、对任务型教学法的指导策略研究、以及对任务型教学课堂教学模式的实践研究，为当今小学英语教学提供一手资料，有效促进教师根据学生实际学习情况设计相应的任务型教学方法，从而极大地提升学生语言实际运用的能力。 （2）本课题的研究有利于进一步深化“任务型教学法”在小学英语课堂中的运用。 基于当前小学英语课堂任务型教学法的运用实际情况，本课题立足于高新区雷锋小学以及岳麓区麓谷中心小学的教学现状，积极探索优化“任务型教学法”的途径，是当前“任务型教学法”研究的深化。 （3）本课题的研究为六年制初中起点本科层次师范生英语专业学生提供教
有关任务型教学法的几个核心问题的探讨贾志高
有关任务型教学法的几个核心问题的探讨贾志高 贾志高 （西南师范大学外国语学院，重庆400715） 摘要：任务这一概念不仅仅是涉及任务型教学法的重要概念，也是整个语言教学乃至许多非语言学科课堂教学理论的重要概念。缺乏对任务及任务型教学法本质的认识和了解就会丢掉任务这一概念的积极内涵，使课堂教学不能反映任务教学法的特点和先进理念，同时削弱任务型教学法的包容性、可操作性和实效性。要使任务型教学法在中学外语课堂上得到充分和有效的应用，就必须明确任务及任务型教学法的本质，以及任务设计的基本原则和方 法。 关键词：任务；任务型教学法；任务设计；任务难度 中图分类号：G633.41 文献标识码：C 作者简介：贾志高（1954—），山东招远人，西南师范大学外国语学院副院长，教授，硕士生导师，主要研究语言学和应用语言学。 任务型教学法是从20世纪80年代逐渐发展起来，广为应用语言学家和外语教学实践者认可和接受的一种外语教学方法，也是教育部制定的中学英语课程标准所推荐和提倡的外语教学法。任务型教学法以任务组织教学，在任务的履行过程中，以参与、体验、互动、交流、合作的学习方式，充分发挥学习者自身的认知能力，调动他们已有的目的语资源，在实践中感知、认识、应用目的语，在“干”中学，“用”中学，体现了较为先进的教学理念，是一种值得推广的有效的外语教学方法。但任务教学法中什么是任务？任务的本质是什么？任务是否等于普通的课堂练习？任务在课堂上怎样组织？任务的设计原则是什么？任务教学法的特点是什么？要使任务型教学法在中学外语课堂上得到充分和有效的应用，作为中学外语教学实践者，我们必须对这些问题有明确的认识和了解，因而也有必要对这些问题进行深入探讨。 一、什么是“任务” “任务”（task）一词进入应用语言学文献是在20世纪80年代初，它不仅仅作为一种课堂教学方法引起应用语言学家和外语教师的兴趣，同时，它也和大纲设计、教材发展有着紧密联系。尽管“任务”在语言教学文献中是一个流行词，但使用者对这一术语的理解或
小学英语任务型教学法
小学英语任务型教学法
小学英语任务型教学法 内蒙古包头市包钢２６小袁云 一、前言 随着《国家英语课程标准》要求“教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”教学途径”以来，“任务型”教学模式逐渐成为人们关注和研究的焦点。笔者通过教学《新标准英语》尝试了“以学生为主体，以话题为线索，以任务型活动为中心”的教学模式。本文就小学英语课堂教学的任务型教学模式进行了一些分析和探讨。 二、任务型教学的内涵及意义 任务型教学（Task—Based Learning，简称TBL）是20世纪80年代外语研究和实践提出的一个具有重要影响的语言教学模式。该教学就是以具体真实的任务为学习动力或动机，以完成任务的过程为学习过程，以展示任务成果的方式来体现教学的成就，从而培养学生运用英语的能力。目前，许多国家和地区，比如美国、加拿大、新加坡、香港等地的教学大纲或课程
标准都采用了“任务型”语言学习的模式。 大量的论著和实验资料表明，任务型教学途径是一种以人为本，以学生为中心，能体现语言价值的，先进的，有效的教学途径。它可根据学生的不同水平设计不同的任务化活动，让学生通过双边或多边的交互式活动，带着明确为目标，与学习伙伴合作完成任务，从而最大限度地发挥学生的主动性和创造性，让学生在完成任务的过程中看到成就，体验成功，达到培养学生的运用语言进行交际的能力。 小学生具有好奇、好动，爱表现和善模仿等特点，他们喜欢新鲜事物，喜欢引起别人的注意，重视教师的表扬，不怕犯错，很少羞怯感。任务型教学正符合小学生的学习活动具有明确的目标，在教师设计的各种任务中，学生通过听、说、唱、演、画、玩等活动不断获得语言知识和运用语言的能力。 三、任务型教学的主要设计原则 1、真实性原则 要培养学生在真实生活中运用语言的能力，就应让学生在教学活动中参与和完成真实的生活任务，因此教师设计任务时要提供给学生明
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.
任务型教学法英语教案
外国语学院 任务型教学法英语教案 （课程论文） 学号：201421T241 专业：学科教育（英语） 学员姓名：曹丹 任课教员：苏勇
任务型英语教学教案 曹丹201421T241 年级：增盛镇中学八年级4班 课题名称：Unit2 Colors and Moods 教材选自：人教版新目标英语 一、教学案例的设计与分析 1.教材分析 本单元的中心话题是“颜色与心情”，学习不同种类的颜色及其对人情绪的影响。其中重点介绍了色彩与情绪的关系，而本单元阅读部分内容正是围绕这一中心话题展开的。阅读部分向学生介绍了谈论颜色有助于引出关于情绪和情感的内容。鼓励学生运用本单元的知识开始思考他们的情绪和情感。 2.学情分析： 本课授课对象是级增盛镇中学八年级4班学生，该年龄阶段的学生具有旺盛的求知欲和高涨的学习热情，所以教师一开始就应该使学生的学习成为一种令人愉快，充满趣味，富有吸引力的活动。同时绝大部分学生对英语学习具有一定的兴趣，但由于学习能力较低，学习方法不佳，学习缺少主动性，这些都给平时的教学带来较大的困难。同时,该年龄段的学生具有感知能力强的特点，通过教师有效的教学及恰当的学习指导，加上他们对英语学习应给予的更多的关注，教学的基本要求是可以达到的。 3.教学目标设计 1）基本知识目标：学习和掌握阅读部分所涉及的新单词和词组，尤其是一些习惯用语的表达方式及用法方面的固定搭配。 2）能力智力目标：进一步训练学生的自我阅读能力，并要求能够在快速阅读后领会主要句子的意思。 3）德育情感目标：鼓励学生运用文章中所了解色彩和情绪的关系的知识思考他们的情绪和情感，并讨论在自己或别人伤心的时候，该如何帮助自己或别人。 4.教学重点与难点 1）怎样来正确使用与课文有关的重要词汇短语？ 2）对文章的听读理解能力及获取具体信息的能力 3）对文章快速阅读的能力及阅读对写作的迁移能力
任务型教学法在初中英语阅读教学中的应用研究
任务型教学法在初中英语阅读教学中的应用研究 摘要：在我国教育部组织编写的《全日制义务教育初级中学英语课程标准》中明确提出了“本课程倡导任务型教学模式”,“教师应该避免单纯传授语言知识的教学法,尽量采用‘任务型’的教学途径”的要求。针对这一要求,笔者就任务型教学法在中学英语阅读教学中运用是否有效进行了实验研究。 本文以威利斯的任务型教学模式为理论基础,在（）市（）中学的初三年级进行了个案实验,就任务型教学法在中学英语阅读教学中应用方面提出了自己的见解,以期待能有益于提高中学生英语阅读能力的实证性结论。 关键词：任务型教学英语阅读教学应用 1.引言 任务型教学法是20世纪80年代外语教学法研究者和第二语言习得研究者在大量研究和实践的基础上提出来的强调“在做中学”的又一具有重要影响的语言学习理论和学习模式。目前世界许多国家和地区(如美国、加拿大、新加坡、香港等地)的教学大纲或课程标准都采用了任务型语言教学模式。由此而言，我们必须改变传统的以教师为主、规定教学内容的教学观，使学生在一种社会性环境中受教育。此理论也适用于外语教学。近年来，该教学法在我国也备受关注。我国的一些专家、学者对此作了介绍与评论, 并对英语教学中如何运用任务型教学进行了研究和探讨。但是，在我国中学英语教学中，任务型教学的实践还没有广泛地展开。因此，进一步认识任务型教学的实质，研究和实施任务型教学法在中学英语教学中是很有必要的，有利于采用较好的教学模式，取得更好的教学效果。 2.任务型教学法的内涵 2.1任务型教学法的实质 任务型教学法是以任务为核心的课堂教学活动方法，是根据语言习得机制，以埃利斯的“输入与互动假设”理论为基础的一种全新的教学模式。在任务教学中，教师通过引导语言学习者在课堂上完成任务来进行教学。《英语课程标准》明确指出：提倡任务型教学模式，把综合语言运用能力的培养，落实在教学过程中，倡导体验，实践，参与，交流和合作的方式，实现任务目标，感受成功，强
浅谈对外汉语任务型教学法
浅谈对外汉语任务型教学法 论文提纲 一、序论 本文将结合对外汉语教学的现状及其发展规律，在对外汉语教学的理念指导下，提出任务型教学法，并利用任务教学法的，达到改进课堂教学、提高教学效率的目的。而如何提高对外汉语教学的教学水平，如何对留学生进行有效的技能训练，则是我们本文必须要面对的最主要问题。 对外汉语教学的五个基本理念：语言技能，语言知识，情感态度，学习策略和文化意识。这五个基本理念是一个不可分割的整体。 二、本论 (一) 对外汉语教学理念和教学法须改进原因及紧迫性。 1、学习汉语在世界范围内已经成为一种时尚。 2、对外汉语教学的目的，是培养学习者具有在现实生活中自由运用汉语进行交际的能力，即把语言知识转换成语言技能。 (二)任务型教学法的出现过程 1、交际教学法的内核。早期对外汉语教学曾提出“实践性”的教学原则，主张“学以致用”，因此采用“语文并进”的教学模式，注重听说读写技能训练，课堂上提倡“精讲多练”。 2、长期以来，汉语教学主要沿着结构——功能——文化相结合的教学路子摸索前行。强调语言技能的全面发展。 3、学习理论研究的更新发展，使得在研究“怎样教”的同时，加
强了对“怎样学”的考察和研究。 4、对外汉语教学的主旨现在已经开始由“学以致用”，转而注重“用中学”、“做中学”、“体验中学”的任务型教学法。 (三) 任务型语言教学实践性强。 1、任务型语言教学来自实践，具有很强的实践性。其理论基础是第二语言习得理论和建构主义的社会互动学习理论。 2、任务型教学法提倡以学生为主体的自主学习方式，通过完成学习性任务，获取语言学习的成功感，充分体现以人为本的教学理念。 (四) 任务型语言教学的教学模式的三阶段。 1、任务前，包括语言准备活动，介绍话题和任务。 2、任务中，包括课文学习，在情境中完成任务和报告任务结果。 3、任务后，即语言焦点，包括分析和提炼。 三、结论 通过考察了任务型教学法的理论和探讨了其实践后，我们明白了任务型语言教学最大程度的平衡了语言意义与形式之间的关系，在充分发挥学生主动认知性的前提下，提高了学生运用语言的综合能力，兼顾了语言的流利度和准确度。从教学目标和教学模式上看，任务型教学综合了传统教学法和交际教学法的优势，体现了新的语言学习观和教学观，具有极大的吸引力。因其既有语言输入又有语言输出，从而促进学生加快了语言习得的过程，使他们在合作竞争过程中共同体验收获和进步。任务型教学法目前已是世界第二语言教学的潮流，而汉语作为第二语言教学应该而且应当尽快的融入这一潮流。
3p教学法与任务型教学法
一：3p教学法与任务型教学法的优劣性对比 1、3P教学法的优点 可操作性强,教师便于组织和控制课堂,提高了课堂教学效率。学生的一切学习活动和学习过程都在教师的预想之中;同时课堂教学效果的信息反馈也很便捷,有利于教师随时了解学生学习和掌握知识的情况,整个课堂井井有条。强调语言结构的分析和词汇、句式、语法的学习,学生的语法概念明晰,大大提高了语言运用的准确性,基本功扎实。此外,运用阶段也有一定的交际性,学生的交际能力可以得到一定程度的锻炼。 2、3P教学法的不足之处 语言观及语言学习理论令人质疑,忽视了儿童语言习得的规律。所以往往教师课堂上讲,学生课堂上练,在真正的交际场合下或在课后作业中仍会出现大量错误。以教师为中心,以教为中心,学生只是被动的接受者。学生的实际需求得不到真实的反应,学生对教学决策过程没有参与的机会,学生真正参与语言交际的机会也不多,忽视了学生在学习中的主体地位。在练习过程中,学生只是被动地按照教师的指令,对讲授过的语言项目进行操练,灌输式的教学模式难以激发学生的学习积极性,从而导致学生学习兴趣减弱,教学效果不佳。学生缺乏足够的语言输入量。课堂上主要的时间花在语言知识的讲授上,学生接触到的是大量的语言知识,或者是语法分析,语言输入是静态的、去情景的,脱离现实生活的,枯燥乏味,难以调动学生的内在动机。而真实的语言运用却是以整体性、动态性、意义的表达和理解都要依据特定情景
为特征的。因此,脱离了特定环境,把本来复杂、动态的东西以过于简 化的方式呈现给学生,学生就无法获得对目的语真实、完整的感悟与 体验。 缺乏有意义的语言运用,没有真正意义上的交际发生。运用阶段 的交际活动并不是完全自由地让学生表达,而是为了帮助学生巩固已 学的语言形式。因此,容易出现无信息差、无真实情感交流的假交际。 3、任务型教学法的优点 它倡导以学生为主体,以学为中心,以教师为主导的教学活动。有 利于激发学生的积极性和创造性,最大限度地调动学生的潜能,学生的 学习也成为一种满足需要、发展兴趣、提高能力的过程。任务设置关注学生需求,注重真实场景下的、以明确目标为导向的语言交际活动, 任务使学生产生好奇心,任务完成使学生产生成功感,学生通过完成任 务的学习活动来掌握真实的、有意义的语言。这激发了学生的综合型动机,使学生带着极大的兴趣与热情参与活动,课堂气氛活跃。 它倡导体验、实践、参与、探究、交流和合作的学习方式,学生 与学生之间、学生与教师之间存在多维互动,学生主动参与、探索、 思考、实践,实现学生多方面综合能力的发展。 4、任务型教学法的不足之处 任何一种教学法都不是万能的,任务型教学法也有它的不足之处。任务型教学法对学生和教师都提出了较高的要求,而英语教学在我国 是外语教学,英语语言环境严重缺乏;在我国大多数中小学,学生的学 习动机多为工具型动机,即通过考试;多为大班教学;师资水平、教育资
浅谈任务型教学法对英语教学的启示
浅谈任务型教学法对英语教学的启示 " 论文关键词：任务型教学法英语教学启示 论文摘要： 20世纪60年代以来，随着语言研究及外语教学理论研究的不断深入与发展，人们更加重视对学习者主体作用的探讨与实践，特别是不同的教学模式对学习者内在的学习机制所激发的作用产生了浓厚的兴趣。20世纪70年代，Hymes提出“交际能力”这一概念，自此，语言学家便把研究的重点放到语言的运用上，从而产生了交际教学法。交际教学法（强调语言学习的目的是交际能力）改变以往以语法为基础的教学模式。任务型教学法从20世纪80年代逐步发展起来，是交际教学法的拓展和延伸，主要是基于前苏联心理学家Vygotskv的语言和学习理论提出来的。 一、“任务”的定义 任务型教学法提倡以“教师为主导、以学生为主体”的教学活动；它倡导体验、实践、参与、交流和合作的学习方式。学生在参与教师或教材精心设计的任务型学习活动中，通过思考、体验、调查、讨论、交流和合作等方式，学习和使用英语认识语言，运用语言，发现问题，找出规律，归纳知识和感受成功，并在学习的过程中获得情感体验、调整学习态度和学习策略，从而提高综合运用语言的能力。这一教学方法强调学习者个人从自身经验出发，建构对客观事物的主观理解和意义，重视学习过程而反对现成知识的简单传授，它强调的是人的学
习与发展。简而言之，任务型教学法就是为了实现在“学中用，用中学”。 二、任务型语言教学在英语教学中的应用 如何进行任务型教学？所谓任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就，学生有了具体的动机就能自主地学习，并且主动地运用所学的语言做事情，在使用所学语言的过程中就发展了语言能力。其应用模式流程为：任务设计—任务准备—任务呈现—交流讨论—任务完成。 （一）任务设计 这是任务型的课堂教学所特有的教学环节，任务型的课堂教学一开始就呈现出任务，让学生从课堂教学一开始就明确要完成的任务。然后，在任务的驱动下去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的过程，有利于强化学习的兴趣和动力，同时有利于体现任务的真实性。也可以在课堂教学一开始不呈现任务，而只是在知识学习和技能训练结束后再呈现任务，并完成任务，但这不是任务驱动型的教学过程，学生的学习动力不如任务驱动过程那么强。（二）任务准备 任务准备过程实际上就是我们的课堂教学过程，课堂教学就是为完成任务而进行知识与能力准备的过程。老师在课堂教学一开始就把运用任务呈现给学生之后，任务的要求与他们目前的知识与能力存在着明显的知识差距、能力差距、技能差距、信息差距和文化差距。因此，