任务型教学法在初中英语口语教学中的应用及反思电子版本.ppt

《任务型教学法在初中英语口语教学中的应用及反思电子版本.ppt》由会员分享，可在线阅读，更多相关《任务型教学法在初中英语口语教学中的应用及反思电子版本.ppt（24页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、任务型教学法在初中英语任务型教学法在初中英语口语教学中的应用及反思口语教学中的应用及反思I.IntroductionII.The Theoretical BasisIII.The Necessity of Applying TBLT to Oral English Teaching in Middle SchoolV.The Reflection of TBLT to Oral English Teaching in Middle SchoolVI.ConclusionIV.the Application of TBLT to Oral English Teaching in Middle S

2、chool I.IntroductionTBLT:an approach based on the use of tasks as the core unit of planning and instruction in language teaching.Underthepressureofexaminations,theEnglishteachingusuallyfocusesongrammarratherthancommunication.Inordertochangeit,TBLTismuchnecessary.Thispaperismainlyabouttheapplicationa

3、ndreflectionofTBLTtooralEnglishteachinginjuniormiddleschool.By LauraConstructivismSecond language acquisition Input Hypothesis II.The Theoretical Basis for TBLTConstructivismDefinition:Constructivism is a theory ofknowledge that argues that humans generateknowledge and meaning from an interactionbet

4、weentheirexperiencesandtheirideas.Constructivism claims that knowledge should beconstructed through interaction and cooperationand emphasizes particularly learning by socialinteractionandcooperation.Second Language AcquisitionDefinition:Itreferstoasystematicstudyofhowonepersonacquiresasecondlanguage

5、subsequenttohisnativelanguage.Themodel:Apperceived input-Comprehendedinput-intake-integration-output.Input HypothesisDefinition:Learnersprogressintheirknowledgeofthelanguagewhentheycomprehendlanguageinputthatisslightlymoreadvancedthantheircurrentlevel.“i+1”Thelearnerimprovesandprogresseswhenhe/shere

6、ceivessecondlanguageinputthatisonestepbeyondhis/hercurrentstageoflinguisticcompetence III.The Necessity of Applying TBLT to Oral English Teaching in Middle School 3.The Necessity of Applying Task-based Language Teaching in Oral Class1.Current Situation of Chinese Oral English Teaching in Middle Scho

7、ol2.The Comparison of Task-based Language Teaching and Traditional Teaching MethodsOral English Teaching in Middle School.1.LoworalEnglishlevelofmiddleschoolteacher.2.StudentspsychologicalescapeoforalEnglish.3.SocialignoranceoforalEnglishteaching.The Comparison of Task-based Language Teaching And Tr

8、aditional Teaching Methods 1.EnglishteacherignorestheaimoforalEnglishThe traditional oral English teaching2.traditionalteachingmethodsappearinflexibleandrigid Taskbased language teaching1.TheaimoforalEnglishteachingisclearly.2.StudentorientedteachingmethodsThe Necessity of Applying Task-based Langua

9、ge Teaching in Oral Class1.TBLThelpstodevelopstudentslanguagecompetence.2.TBLThelpstobroadenstudentshorizonandenlargetheirknowledge3.TBLTcanmakefulluseftheteachingmaterials.4.TBLTcanchangethephenomenonofdumbEnglish IV.The Application of TBLT Approach in Middle Oral English Teaching 1.TBLT on Oral En

10、glish Teaching2.Framework of TBLT to Oral English Teaching3.Case Study of TBLT Tasks are activities where the target language is used by the learner for communicative purpose in order to achieve an outcome(Jane Willis 1996).Task-based Language Teaching on Oral English Teaching Willis(1996)and Ellis(

11、2003)both proposed a three-phase framework of TBLT.That can be used to design activies of Oral English Teaching.Pre-taskWhile-taskPost-task1.introduction to the task topic by the teacher.2.Necessary input and preparation for the task.1.Tasking2.Planning3.Reporting1.Analysis2.PracticeStudent-centered

12、Framework of TBLT to Oral English TeachingCase study of TBLT(“what did you do on your vocation?”)Pre-task1.Teacher introducts the task topic my vocation2.Teacher gives students a dialogue between the boy and his Chinese friend who talk about their vocation,and then picks up some relevant words,phras

13、es and cultural background about vocation for students to get ready for the task.While-task1.Learners will be asked to complete the following task:what did you do on your vocation?2.Learners of each group get ready for how to report their finished task.3.ReportingPost-task1.Learners analyze other gr

14、oups performance in this task.2.Learners can practice the task again after the task analysis in order to enhance the influence of learning.V.The Reflection of TBLT to Oral English Teaching in Middle SchoolAdvantages of TBLTDisadvantages of TBLTAdvantages of TBLT1.This learning-while-doing method not

15、 only helps students learn English,but also helps students learn to use the language in a real world.2.Task-based spoken English teaching can improve spoken English proficiency effectively.3.After implementing TBLT,learners linguistic and communicative competence and thinking ability etc.are develop

16、ed very well.4.TBLT can also help students learn to think about a question,learn to make a decision and deal with an emergency.5.TBLT involves the collaboration between teacher and learners,and among learners.6.TBLT can greatly improve the integrated ability of a student.Disadvantages of TBLT1.The t

17、asks or questions chosen in task-based or procedural syllabus are lack of convincible foundation or criterion.2.TBLT cant tell the inner relationship between certain activities and learners current needs.3.Before the task begins,if teachers dont explain any concerned language knowledge,learners will

18、 have many language obstacles when they carry on the task.4.Students tend to neglect the language forms and they will heavily depend on the communicative strategy.5.TBLT requires a high level of creativity and initiative on the part of the teacher.6.It is very difficult to ensure the systematization

19、 and sequence of tasks.7.The classroom is difficult to control.8.Evaluation of TBLT can be difficult.VI.ConclusionTeacher a creator of language environment an organizer of the taskStudent more opportunities to speak out confidence creativity TBLT has exerted positive influence on oral English teachi

20、ng in Junior Middle School.And TBLT will be continuing to exert fundamental influence on spoken English teaching and learning in China.Reference1Doughty,C.&Pica,T.1986.InformationGapTasks:DoTheyFacilitateSecondLanguageAcquisition?J.TESOLQuarterly,20(2):305325.2 Dulay,H.M,BurtandKrashen,S.1982.Langua

21、geTwoM.NY:OUP.3 Ellis,R.2000a.Task-based research and language pedagogy J.LanguageTeachingResearch,4(3):193-220.4Ellis,R.2009b.Task-basedlanguageteaching:SortingoutthemisunderstandingJ.InternationalJournal.OfAppliedlinguistics,19:221-46.5Ellis,R.2013c.Task-basedLanguageLearningandTeachingM.Shanghai:

22、ShanghaiForeignLanguageEducationPress.6Ellis,R.1997d.TheStudyofSecondLanguageAcquisitionM.Oxford:OxfordUniversityPress.7Fosnot,C.T.1996.Constructivism:Theory,Perspectives,andPracticeM.NewYork:TeachersCollegePress.8Gass,S.M.&Selinker,L.1994.SecondLanguageAcquisition:AnIntroductoryCourseM.NewJersey:La

23、wrenceErlbaumAssociates.9 Harmer,J.2001.The Practiceof English Language Teaching(3rd ed.)M.Essex:PearsonEducation.10Larsson,J.2001.Problem-BasedLearning:Apossibleapproachtolanguageeducation?D.PoloniaInstitute,JagiellonianUniversity.11Long,M.H.&Norris,J.M.1996.Task-basedlanguageteachingandassessmentM

24、.London:RoutledgeEncyclopediaofLanguageTeaching.12 Loschky,L.&Bley-Vroman,R.1993.Grammar and Task-BasedMethodology.InCrookes,G.&Gass,S.TasksandLanguageLearning:IntegratingTheoryandPractice.Philadelphia:MultilingualMatters.13Nunan,D.2004.Task-basedLanguageTeachingM.Cambridge:CambridgeUniversityPress.

25、14 Pica,T.;Kang,Hyun-Sook;Sauro,S.2006.Information gap tasks:TheirmultiplerolesandcontributionstointeractionresearchmethodologyJ.StudiesinSecondLanguageAcquisition28:301338.15Plews,J.L.&Zhao,Kangxian.2010.Tinkeringwithtasksknowsnobounds:ESL Teachers Adaptations of Task-Based Language-TeachingJ.TESL

26、CanadaJournal.16Skehan,P.A.1996.Frameworkfortheimplementationoftask-basedinstructionJ.AppliedLinguistics.17:38-62.17 Willis,D.&Willis，J.2007.Doing Task-based Teaching M.Oxford.UK:OxfordUniversityPress.ReferenceReference18 毕 会 英,张 琦.2011.On Task-based Syllabus J.Overseas English.(10):30.19陈文化.2009.任务

27、型教学法在口语教学中的应用.科技信息.(8):97.20 戴莉新.2009.任务型教学的主题设计.辽宁教育行政学院学报.(7):36.21 丁文.2002.任务型教学在初中英语课堂中的运用.中小学英语教学与研究.(7):40.22 李正全,郝慧珍.2009.中国语境下的英语教学：理论与实践.河北教育出版社.23 罗蓉.2011.任务型语言教学文献综述.理论探讨.(15):14.24 潘乐.2010.英语听力课堂里任务型教学的问题与对策初探.中国商界(9):30.25 铁梅.2007 任务型英语课堂教学模式研究与实践.辽宁教育研究.(9):9395.26 夏纪梅.现代外语课程设计与理论.上海:上海外语教育出版社.27 张文静.2009.实施任务教学提高学生英语口语能力.芜湖职业技术学院学报.(9):81-82.结束结束