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Task-BasedLanguageLearning-Areview,WeakandstrongCLT,WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunicationStrongversionLanguageisacquiredthroughcommunication,RodEllis’(1990)sixcriteriaforcommunicativeactivities,Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.,TBLTasaStrandofCLT,Nunan(2004)placesTBLTfirmlywithinthetraditionofCLTAnewstrandwithinCLT.‘StrongCLT’(RichardsandRogers)Wills(2007,p.11)‘taskbasedlearningandteachingisadevelopmentonCLT’.Issometimesportrayedas‘real’CLTFocusonmeaning,ratherthanformLsacquirelanguagebyusingitinanaturalway,Thecomponentsofatask,一個(gè)任務(wù)應(yīng)該包含哪些要素？Task,PurposeInputContextProcessProduct,,,apurpose:(目的)makingsurethestudentshaveareasonforundertakingthetask教師應(yīng)該事先向?qū)W生介紹該任務(wù)的目的Inputdata：（輸入數(shù)據(jù)）Inputdatacanbeverbal,e.g.adialogue,readingpassage,etc.ornon-verbal,e.g.apicture,adiagram,etc.包含言語(yǔ)（對(duì)話、短文等）或非言語(yǔ)（圖片、圖表等）信息,,acontext:（語(yǔ)境）thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactors.任務(wù)應(yīng)該在特定的語(yǔ)境下被實(shí)施，應(yīng)當(dāng)包含特定場(chǎng)所、時(shí)間、參與者間的關(guān)系等社會(huì)語(yǔ)言因素。,,aprocess:（過(guò)程）gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualisingandcommunicating.在此過(guò)程中應(yīng)激勵(lì)學(xué)生運(yùn)用推理、詢問(wèn)、交際等學(xué)習(xí)策略達(dá)成任務(wù)aproduct:（產(chǎn)出）therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter,etc.)orinvisible(enjoyingastory,learningaboutanothercountry,etc.)任務(wù)產(chǎn)生的結(jié)果：可視（如書(shū)面計(jì)劃、信件等）或非可視（欣賞故事、了解異國(guó)風(fēng)情等）形式,不是任務(wù)，是什么？Exercises,exercise-tasksandtasks,TaskOne:Considerthefollowingsetsofinstructionsandtelltheirdifferences.SetAEvaluateasetofstatementsbydecidingwhethertheyare“true”or“false”.Studyawrittenpassageandcorrectthegrammaticalmistakes.Putsomequestionsandanswersintothecorrectsequencetomakeaconversation.,,SetBAsksomeonewhattimethenexttrainleavesforthecity.Orderabowlofnoodles.Inviteaclassmatetothemovies.,Theessentialdifferencebetweentaskandexercise,TaskATaskhasanonlinguisticoutcomeExerciseAnexercisehasalinguisticoutcome,,Exercise:ActivitiesweusetofocusSs’attentiononindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Exercise-task:Consistsofcontextualisedpracticeoflanguageitems(oftenaparticulargrammarpoint).Forinstance,itcouldbeanactivitythathelpstheSstomasterthepresentcontinuoustensebygettingthemtodescribewhatishappeninginapicture.（e.g.WhatwereyoudoingwhentheUFOlanded?）Task:Focusesoncompleteactofcommunication.,,Therelationshipbetweenexercises,exercise-tasksandtasksisshowninthefollowingfigure.,,,,,,Focusonindividuallanguageitems,Purposeful&contextualisedcommunication,exercise,exercise-task,task,FeaturesofaLanguageLearningTask,Context,Product,Purpose,Process,ofdoing/thinkinginEnglish,Skills&knowledge,情景,成果,目的,過(guò)程,語(yǔ)言知識(shí),語(yǔ)言能力,Describeananimalinapassage,Chooseapet,Readanarticleaboutthebenefitofkeepingpets,Writealeafletforazoo,Compareanimals,Giveadviceonhowtotakecareofpets,Identifythebodypartsofanimals,Writinganimalriddles,Learnthevocabularyaboutanimals:appearance,habitat,nature,sounds,movements,Discussifdogsshouldbeallowedonpublichousingestates,Animals,Whichoftheseareexercises?,Chooseapet,Writealeafletforazoo,Giveadviceonhowtotakecareofpets,Writeanimalriddles,Discussifdogsshouldbeallowedonpublichousingestates,Animals,Whatarethey?,Tasks?,Activities?,Activities,TransformingExercises?ActivitiesActivities?Tasks,Describingananimal,FromExercisestoActivities,Identifyingthebodypartofanimals,,Explaininghowtotakecareofapet,Writinganimalriddles,Writingaleaflettodescribeanimals,Choosingapet,Debating:Keepingpetsisagoodhobbyforchildren,Givingadviceonhowtotakecareofpets,Readingaboutthepros&consofkeepingpets,Discussingifdogsshouldbebannedfrompublichousingestates,Comparinganimals,Writinganessaytodiscusstheissueofbanningdogsfromhousingestates,,,,,,Fromactivitiestotasks,Writeananimalriddle,Writealeafletaboutanimals,Chooseapet,Giveadviceonhowtotakecareofpets,Writeanessaytodiscusstheissueofbanningdogsfromhousingestates,Debate:Keepingpetsisgood,WriteaLost&Foundnoticeaboutadogfoundinthepark,Preparesomeanimalfactsheetsforapetshoporzoo,Writeanemailtoadvisealonelychildtokeeppetsforcompanion,Writeanadvicecolumnfortheclassmagazinetogiveadviceonpetcare,Writeanjudgingcommentsondogsinapetcontest,Writealetterinresponsetoanorderbanninganimalsfromone’shousingestate,,,,,,,AContinuumofExercises&Tasks,Drawing&labellingananimalDescribing&comparinganimalsReadingaboutthepros&consofkeepingpetsDiscussingifdogsshouldbebannedfrompublichousingestates,WritinganimalriddlesWritingaleafletaboutanimals/petsSpeakingaboutthebenefitsofkeepingpetsChoosingapetGivingadvicehowtotakecareofpetsDebatingifdogsshouldbeallowedonpublichousingestates,WritingaLost&FoundnoticeaboutanastraydogintheparkPreparingsomefactsheetsforanimalsinapetshop/zooWritinganadjudicator’scommentsheetcomparingthefinalistsinabeautypageantfordogsWritinganadvicecolumnfortheclassmagazineadvisingreadershowtotakecareofpetsWritingaletterinresponsetoanorderbanninganimalsfromone’shousingestate,,Skills-gettingexercises,Skills-usingactivities,LanguageTasks,Nowadaysmanypeopleliketokeepdogsaspet.Youcanseethemwalkingtheirdogsinthepark,onthestreetsandeveninthecorridorofthebuildingwheretheylive.Thedogsoftencausealotofproblemandinconveniencetotheneighbours.Sosomehousingestatesputoutabanondogs.Writeaone-sidedargumentativeessaytoexpressyourviewaboutthis.,Isthisawritingtask?,Youliveinahousingestatewheredogsarebanned.RecentlyyoursisterhasgotalovelyPekineseasagift.Thismorning,however,youreceivedaletterfromtheManagementCompanyremindingyouoftheestatebanagainstdogs.DecidewhatyouwoulddoandwritearesponsetotheManagementletter.,Youliveinahousingestatethatallowsnodogs.Howeveryoufindlatelythatmanyresidentshaveviolatedthebanandyesterday,youryoungbrotherwasbadlyscaredbyaviciouslookingdogintheelevator.Youareangryandworriedaboutthesituation.Writealettertothemanagementcompanytoexpressyourfeelingandconcernandsuggestwhatactionsshouldbetaken.,,Arethesetasks?,Youliveinahousingestatewheredogsarebanned.RecentlyyoursisterhasgotalovelyPekineseasagift.Thismorning,however,youreceivedaletterfromtheManagementCompanyremindingyouoftheestatebanagainstdogs.DecidewhatyouwoulddoandwritearesponsetotheManagementletter.,context,purpose,product,processofthinking&doing,knowledge&skills,Thinking:What’sthedecision?Reasons?Howwillyoupresentyoursituation&decisionintheletter?,Knowledge:Languageforarguing/reasoningaskingforspecialfavourapologising,+,,Couldbeatwo-sidedargumentwithintheletter,?,Tasks:WhatandWhy,AuthenticcontextApplicationoflanguageskillsandknowledge,valuesandattitudes,etc.inanintegratedmanner,UsetaskstobringreallifeintotheclassroomHelpstudentstoimaginethemselvesasthecharactersinthesituation&getthingsdone(findthemissinginformation,solveaproblem,etc),,ATaskoranExercise?,Therearetworestaurantscloseby.Comparethemintermsoftheirmenus,prices,serviceandenvironment.Discussanddecidewhichisabetterplacetohavedinner.,TonyandJennyaregoingoutfordinner,buttheycan’tdecidewhichrestauranttogoto.Theyarestandingoutsidetworestaurantscomparingthemenus,prices,serviceandenvironment.Discussandmakeachoiceforthem.,Integrativelanguageuse,,,,,,,,,PPPVS.TBLT,,第一階段為Presentation(教師講解)：幫助學(xué)生了解某一語(yǔ)法規(guī)則，并將該語(yǔ)法規(guī)則套用在教材中。第二階段為Practice(學(xué)生練)：讓學(xué)生有機(jī)會(huì)練習(xí)使用該語(yǔ)法規(guī)則和形式。第三階段為Production(學(xué)生用)：學(xué)生依照前面所學(xué)知識(shí)，隨后運(yùn)用在不同情境中，也就是學(xué)生的最后學(xué)習(xí)成果的呈現(xiàn)。,第一階段為Pre-task：教師先講解課程內(nèi)容及意義，并配合活動(dòng)講授預(yù)備知識(shí)。第二階段為Taskcycle：在Taskcycle部分又分為→Task，Planning，Report。教師將學(xué)生分成若干組進(jìn)行小組談?wù)?，學(xué)生可盡情討論任務(wù)內(nèi)容，無(wú)需擔(dān)心犯錯(cuò)；教師扮演協(xié)助者的角色。第三階段為L(zhǎng)anguagefocus：在languagefocus階段又可分為→analysis、practice。學(xué)生能夠反思所學(xué)內(nèi)容和知識(shí)。,,