1、从另一个角度看教材龚亚夫Overview Task-based language teaching Curriculum goals and objectives Task types Teaching vocabulary Critical thinking and reading Grammar teachingTraditionallyCurriculum designers and materials writers took as their point of departure the question, What are the grammatical, phonological
2、, and lexical items to be taught? In other words, selection of classroom activities was driven by curriculum goals specified in phonological, morphosyntactic, and lexical terms. Nunan (1991)Why task-based language teaching?Target task rationale: What is it that learners potentially or actually need
3、to do with the target language?Psycholinguistic rationale: What are the psycholinguistic mechanisms underlying second language acquisition, and how can these be activated in the classroom? Nunan (1991)Socio-cultural rationale: learning arises not through interaction but in interaction Lantolf (2000)
4、Why task-based language teaching? Tasks goals enable the program planner and materials writer to provide explicit links between the task and the broader curriculum it is designed to serve. 体现课程目标 The value of tasks is that they provide a purpose for the activity which goes beyond the practice of lan
5、guage for its own sake.Nunan (1991)Psycholinguistic perspective A task is a device that guides learners to engage in certain types of information-processing that are believed to be important for effective language use and /or for language acquisition from some theoretical standpoint. Tasks are seen
6、as the external means by which we can influence the mental computations that learners make. These computations determine how effectively they communicate and how they acquire language. Ellis (2000, 2003)Why task-based language teaching?Mental computation: 询问、确认、分类、推断、区分、预测、总结、创造、读图、反思、协商 以往的功能结构方法是从
7、语言系统的角度设计课程与教学内容，任务型语言教学从学生学习的角度来思考Tradition and the trendTradition Grammatical, phonological and lexical items to be taught. The specification of these items set the parameters for the selection of classroom activities TrendTasks are conceptualized in terms of the curriculum goals, input data and a
8、ctivities or procedures which the learners undertake in the completion of the tasksMultidimensional curriculum The objectives of NEC: linguistic knowledge, language skills, cultural awareness, learning strategies and motivation and affective factors Student participation, development of critical thi
9、nking skills, problem-solving, interpersonal communication skills as well as cooperation Third generation tasksWith third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies, they also aim to develop the personality of 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 Littlewood (2001)
