Unit 2Communicative Principles and Task-based Language Teaching.ppt

Welcome!Unit 2 Part 1 Communicative Language TeachingHave you had your lunch?If you are a teacher, how can you teach the following sentence to your students?Warming-up QuestionStep 1      Teacher reads the sentence and then  gets the students to read the sentence after the teacher.Step 2      Teacher explains the meaning and translates the sentence from English into Chinese.The traditional teaching steps:Step 3      Teacher explains the grammatical structure or rules and tells the  students to be clear and remember the tense used in the sentence “the present perfect tense” and the formation of this  kind of tense (have + p.p.), and the form of question and negation (have/has+ subj.; Subj.+ have/ has + not), and their  abbreviation: haven’t/hasn’t.Step 4       Teacher gives more examples such as:          Have you had your breakfast?          Yes, I have / No, I haven’t.Step 5    Students do pattern drills and read the examples aloud again and again.Step 6    Students do some written exercises.•In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g.      Have you had your supper?      Yes, I have. /No, I haven’t. •But when two Chinese people meet in real life, Xiao Li says to Lao Wang:      Have you had your lunch?Li means (function):A question: ask if Wang has eaten the meal or not. Greeting: Hello.Invitation: Invite Wang to a meal (Come, it’s my treat)Suggestion: You should have your lunch.•For Chinese, it’s a usual informal greeting, and it has the same function as “Hello”. •But for English, it often means an invitation (Are you inviting me?) or a formal question (Why do you ask me such a personal question?). He will feel confused if the Chinese moves away without waiting for the answer.In communication, a certain sentence can be understood very differently in different situations.Conclusion•For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structures.What are the differences between language used in real life and the  traditional language teaching?Task 1I.Language use in real life vs. traditional pedagogyTraditional pedagogyLanguage use in real lifeFocus on forms of languageCommunicative functions of languageFocus on one or two language skillsIntegration of both receptive skills and productive skillsTo isolate language from contextLanguage is always used in a certain context.•We are not teaching English, but we are teaching about English.•This seems to result in the phenomenon of “dumb English” in English teaching in China.How can we bridge the gap between the traditional pedagogy and language use in real life?•One possible solution to bridge the gap between classroom language teaching and real life language use is the adoption of communicative language teaching ( CLT).•The goal of CLT is to develop students’ communicative competence. II. Communicative Language Teaching                    (CLT)2.1 Communicative competenceChomsky’s view of competenceChomsky’s view of competenceAccording to Chomsky, “competence” refers to the tacit knowledge of language structures and the ability to use this knowledge to understand and produce language, that is, the abstract grammatical knowledge of language.(P19)(P19)v During the 1970s, some British applied linguists emphasized the functional and communicative potential of language.v The need to focus in language teaching on communicative proficiency/competence rather than on mere mastery of structuresHymes’ view of communicative competence (1979)uformally possible (grammatically acceptable) 语法性语法性u understandable to human beings 可接受性可接受性u in line with social norms 得体性得体性u in fact done: Do people actually use language this way? 可操作性可操作性Canale and Swain’s Four dimensions of communicative competence (1980)Ø Grammatical competence (语法能力语法能力) Ø Sociolinguistic competence （（社会语言能力）社会语言能力）Ø Discourse competence （（语篇能力）语篇能力）Ø Strategic competence （（策略能力）策略能力）(Richards & Rodgers, 1986:71) Hedge’s five main components of communicative competence (2000)u Linguistic competence （语言能力）（语言能力）u Pragmatic competence （语用能力）（语用能力）u Discourse competence （语篇能力）（语篇能力）u Strategic competence （策略能力）（策略能力）u Fluency （流利性）（流利性）Work in groups of 4 and discuss how to improve learners’ communicative competence in language teaching and learning?DISCUSSIONImplications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence. (see Keys to Task 5)2. 2 Theory of LanguageØFunctional view§ The primary function of language is for interaction and communication.§ The structure of language reflects its functional and communicative uses.§ The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. (Richards & Rodgers, 1986:71)r Different situations to hear the question: “Why don’t you close the door?”Task 2 “Why don’t you close the door?”la real question: to ask about the reason.•a command: a teacher orders his student to close the door.•a complaint: a wife is complaining to her husband who always leaves the door open.r Different ways to make a suggestion: to buy a black overcoat•You should buy a black overcoat.•Have you thought about buying a black overcoat?•I think you should buy a black overcoat.•Don’t you think it’s a good idea to buy a black overcoat.•You’d better buy a black overcoat.•Why don’t you buy a black overcoat?•I suggest that you buy a black overcoat.•If I were you, I would buy a black overcoat.Possible sentences:Implications:•From the above tasks we can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.•So knowing a language should include not only knowing the form of language, but also knowing what to say to whom and how to say it appropriately in any given situation. 2.3 Theory of Learningl the communication principle: Activities that involve real communication promote learning. l the  task  principle:  Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).l the meaningfulness principle: Language that is meaningful to the learner supports the learning process. (P20)(P20)2.4 Major Activity Types of CLT§ Functional communicative activities§ Social interaction activitiesA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activitiesü Structural activitiesü Quasi-communicative activitiesCommunicative activities        (P22-P23)ActivitiesClassificationFunctionsPre-communicative activitiesStructural activitiesPrimary focus on linguistic formsQuasi-communicative activitiesFocus on forms plus meaningsCommunicative activitiesFunctional communicativeactivitiesFocus on meanings plus formsSocial interaction activitiesPrimary focus on meaningsMajor Classroom Activities2.5 Six Criteria for evaluating communicative classroom activitiesl Communicative purposel Communicative desirel Content, not forml Variety of languagel No teacher interventionl No materials controlPracticeActivity 1 The teacher is leading a drill.T: He walks to school every day. T: Go.Ss: He goes to school every day.T: Run.Ss: He runs to school every day.T: Jump.Ss: He jumps to school every day.……Activity 2 The teacher gives the first half of the dialogue by asking a question:.T: What were you doing when I called you last night? (The teacher holds on a picture with a person reading a book.)S: I was reading a book when you called.T: Oh, I see. What about you, Mary?(The teacher holds another picture with a person watching TV.)S: I was watching TV when you called. ……Activity 3 In pairs use the ideas given below to talk about your plans for the future.travel around the world work hard be richspeak a second language be famous get a good jobbuy an expensive car help people go to collegebe happy e.g. I am going to learn Spanish. I am going to travel around the world. Activity 4 Use the same pictures, but cut them up, paste on cards, and give each student a different picture.Directions: Ask your partner what is in their picture.For example:Student A: What’s in your picture.Student B: There is ______. What’s in your picture?Student A: There is ______. PracticeStudy the sample activities in the textbook and see how many criteria each activity can meet, and then decide what kind of activity they are.Revision1. Language use in real life vs. traditional pedagogy2. Communicative Language Teaching (CLT) 2.1 Communicative competence 2.2 Theory of language 2.3 Theory of learning 2.4 Major activity types of CLT 2.5 Six criteria for evaluating classroom communicative activities1. Try to design some classroom activities and then evaluate them and see if they are communicative activities.2. Read some  reference books and get some ideas about TBLT in the second part of this unit.HomeworkUnit 2 Part 2Task-Based Language Teaching任务型语言教学任务型语言教学 I. Revision1) What are the differences between the traditional foreign language teaching and language use in real life?2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two?II. Task-based Language TeachingBesides CLT, there has been another language teaching approach which has become more and more popular from late 1980s, that is, Task-based Language Teaching (TBLT). •“TBLT” is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life.•“TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching. 2. 1 What is a task? P27A task is a piece of work undertaken for oneself or for others, freely or for some reward.It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89)任务是人们在日常生活中所从事的任务是人们在日常生活中所从事的有目的的活有目的的活动。

动 painting a fence,dressing a child,filling out a  form, buying a pair of shoes,borrowing a library book,taking a driving test,making an airline reservation,writing a check,finding a street destination, etc.What people do in everyday life:TASKS •A task is an activity or action which is carried out as the result of processing or understanding language ( i.e. as a response). (Richards, Platt and Weber 1986:289) 任务任务=人们在学习、理解、体会语言之后人们在学习、理解、体会语言之后所开展的活动所开展的活动Listening to a weather forecast and deciding what to wear Looking at a set of pictures and decide what should be doneResponding to a party invitation Completing a banking application  Describing  a photograph of one’s family2.2 Four components of a taskr A purpose r A contextr A processr A productP28 Goal: Exchanging personal informationInput: Questionnaire on sleeping habitsActivity: 1) Reading questionnaire 2) Asking and answering questions about sleeping habitsTeacher role: Monitor and facilitator to specify what is regarded as successful completion of the taskLearner role: Conversational partnerSetting: Classroom / pair work 2.3 What are not tasks?•Tasks do not include activities which involve language used for practice or display, such as •‘ Describe the picture using the words and phrases from the list below’ or ‘ Ask your partner if he likes the food listed here using the forms Do you like…? Yes, I do/ No, I don’t. where there is no outcome or purpose other than practice of pre-specified language.The essential differences between task and exercise •Task Task has a nonlinguistic outcome•Exercise An exercise has a linguistic outcome   任务活动与语言练习有着本质的区别。

任务活任务活动与语言练习有着本质的区别任务活动所谋求的效果不是一种机械的语言训练，而动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力是侧重在执行任务中学生自我完成任务的能力和策略的培养，重视学习者在完成任务过程中和策略的培养，重视学习者在完成任务过程中的参与和在交流活动中所获得的经验的参与和在交流活动中所获得的经验 P28 Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. •A task-based approach sees the language process as one of learning through doing. ( Long and Crookes 1993)PracticeTurn your books to Page 29 and do Task 10.It has been theoretically based on the rules of second language acquisition.2.4 Why is TBLT adopted by language        teachers?1) Knowledge of grammatical rules was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the  rules when using language for communication.         David Nunan (1999)语法知识的记忆不能保证语言使用的正确。

语法知识的记忆不能保证语言使用的正确语言知识加交际的机会比仅仅讲语法更能提高语言知识加交际的机会比仅仅讲语法更能提高学生使用语言的流利程度与语法的准确度学生使用语言的流利程度与语法的准确度2) Language knowledge + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985)3) Learner participation in class is related significantly to improvements in language proficiency. Lim (1992)学习者积极主动的参与与语言熟练程度的提学习者积极主动的参与与语言熟练程度的提高关系极大高关系极大基本上以基本上以“交际交际”为导向的课堂教学，但同时也为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学都更好。

避语法讲解的沉浸式教学都更好4) Classrooms that were basically “communicative” for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction.当学习者积极地参与用目的语进行交际的尝试当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了当学习者所进行的任务时，语言也被掌握了当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也使他们当前的语言能力发挥至极点时，习得也扩展到最佳程度扩展到最佳程度5) Language is acquired as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that “push” them to the limits of their current competence.2.5 Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语交流来学会交际强调通过用目标语交流来学会交际 2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境将真实的语言材料引入学习的环境3. Provision of opportunities for learners to      focus, not only on language itself, but also     on the learning process.      关注语言的本身，也关注学习的过程关注语言的本身，也关注学习的过程4. An enhancement of the learners’ own     personal experiences as important     contributing elements to classroom learning.学习者的个人经历对语言学习具有重要意义学习者的个人经历对语言学习具有重要意义5. An attempt to link classroom language     learning with language activation outside     the classroom.试图把课内的语言学习与社会的语言活动结试图把课内的语言学习与社会的语言活动结合起来。

合起来                                              ( Nunan  1991)2.6 Three Pedagogical Goals for Task-based Approaches Accuracy 准确程度准确程度•Accuracy concerns how well language is produced in relation to the target language.  Complexity 综合程度综合程度 Complexity concerns how far learners rely on prefabricated phrases and established routines, and how far they need to expand their language resources to meet the communicative challenge.Fluency 流利程度流利程度•Fluency concerns the learner’s capacity to produce language in real time without undue pausing or hesitation. (Skehan 1994) 2.7 Principles to Design •The authenticity principle•The form-function principle•The task dependency principle•Learning by doingThe authenticity principle言语、情境真实性原则言语、情境真实性原则•The linguistic data that learners work with are authentic.•The relationship between linguistic form and communicative function are clear to the learner. 任务的设计要提供给学习者明确、真实的语言信息。

学习者应该清楚语言形式和语言功能之间的关系使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用The form-function principle形式形式-功能性原则功能性原则 Teaching language in ways that make form and function relationships transparent 任务的设计注重形式和语言功能的结合旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用The task dependency principle阶梯型任务原则阶梯型任务原则 A series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance. Learning by doing做中学原则做中学原则 Learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary. 2.8 Activity types •Information-gap activity •Reasoning-gap activity (deciding what to do after listening or reading, working out a plan, a timetable or something else ) •Opinion-gap activity (story completion, social issue discussion, etc) TASKPURPOSECONTEXTPROCESSOUTCOMEMEANINGCOMMUNICATIVEAUTHENICITYThe components of a task：：  目标目标 （（Goals））• 信息输入信息输入（（ Input Data)  语言信息（语言信息（ Verbal data））           非语言信息（非语言信息（Non-verbal data ））• 活动活动 （（Activities））• 结果结果 （（Outcome)  语言结果（语言结果（ Verbal outcome））            非语言结果（非语言结果（Non-verbal outcome ））tasksexercisesfocus situation outcome language error form meaning no situationreal-life situation correct form  accomplishment of task practice of assigned form choice of form and content immediate correction delayed correction Check if they are tasks or not:Activity 1: Listen to Alexis and Joe. Number the                     pictures[1-3].Activity 2: Listen again. Fill in the blanks with the                     correct verbs from the box.— Go for it, 8B P5Activity 3: On a piece of paper, write about    your life in ten years. Don’t write your name on the paper. Put all the students’ paper together. Take turns reading the papers, Then guess who wrote them.—Go for it, 8B P6Activity 4: Read the letter to Aunt Chen’s                column and then write some advice.—Go for it, 8B P15Activity 5: Look at the pictures. Listen and check                    what Lingling can do.—New Standard English  7A P8Activity 6: Listen  and choose the correct picture. —New Standard English 7A P14Activity 7: Look at the pictures and complete the                     sentences.—New Standard English 7A P12Task-based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of instruction in language.2.5 Definition of TBLT任务型教学就是以具体的任务为学习动力或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）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。

来体现教学的成就—陈陈   琳琳  王王   蔷蔷   程晓堂（程晓堂（2002：：104-105））所谓任务型语言教学，其核心思想就是要模所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来后的日常生活中的语言应用结合起来—转引自张琳琳（转引自张琳琳（2004））Four dimensions of teaching and learning tasks represented by the “four eyes” : Involvement (参与参与), Inquiry (探究探究), Induction(归纳归纳), Incorporation (整合整合).TBLTIncorporationInductionInquiryInvolvementlearning then usinglearning by usinglearning for usinglearning by doingdoing things with(by) language—Rod Ellis1. TBLT offers the opportunity for “natural”  learning inside the classroom. 2. It emphasizes meaning over form but can also cater for learning form.3. It is intrinsically motivating.4. It is compatible with a learner-centered educational philosophy.5. It can be used alongside a more traditional approach.1.Pre-task phase; 2.While (During) -task phase; 3.Post-task phase2.7 Three phases in a task-based lessonIntroduce to topic and task  Task cycleTaskPlanningReport  Language focus Analysis Practice    Pre-taskWillis’ model for task-based instruction (Willis, 1996:127) Long 1991 P31Pre-task phase:lThree purposes:--to introduce new language that learners can use while performing the task; --to mobilize existing linguistic resources;--to ease processing load, and to push learners to interpret tasks in more demanding ways.•Some options:Allow the students time to plan.1.Provide a model2.Do a similar task3.Pre-teach key linguistic itemslOn general cognitive demands of the task         对任务要求的总体感知对任务要求的总体感知lAn emphasis on linguistic factors  关注语言因素关注语言因素lSupporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson     让学生做一些在后面完成任让学生做一些在后面完成任务时需要的准备工作务时需要的准备工作lNon-task preparation activities --- brain storming 大脑风暴大脑风暴--- mind map 思维图思维图             While-task phase:Some options:1.Participatory structure 参与方式参与方式: Whole-class vs. small group work; individual or interaction 2.Set a time for completing the task.3.Vary the number of participants.4.Introduce a surprise element.5.Tell students they will have to present a report to the whole class.6.  pair and group work are seen as central to task-based teaching; not all tasks are interactiveThe post-task phase:Three major pedagogical goals:-- to provide an opportunity for a repeating performance of the task（提供再做任务的机会）（提供再做任务的机会）-- to encourage reflection on how the task was        performed（反思任务是怎样完成的）（反思任务是怎样完成的）-- to encourage attention to form（关注语言的形式）（关注语言的形式）   2.8 Appropriateness of TBLT in the Chinese context a.  Beginning  with  production,  TBLT  might weaken the input and language form practice. b. It is very difficult for the designers to select, grade and sequence the tasks scientifically.c. It neglects the differences between different cultures.TBLT places a high demand on the teachers and  classroom  conditions  (the  teachers’ English  proficiency,  the  big  class  size,  the limited  class  time,  the  lack  of  language situation, the test-oriented language learning, the assessment system,etc.).Proper attitude toward TBLTWe’d better acquire a compromise viewpoint. An eclectic method can be more workable and practical  in  the  Chinese  context.  We  should adapt  TBLT  to  our  concrete  conditions.  We cannot copy it mechanically. TBLT is not the only  feasible  way  for  the  foreign  language teaching in our country.任务型教学代表了西方重视输出的语言学习文化，任务型教学代表了西方重视输出的语言学习文化，其引进和倡导对改变我国传统的英语课堂教学具有其引进和倡导对改变我国传统的英语课堂教学具有重要的借鉴意义。

同时还应看到，我国特有的将英重要的借鉴意义同时还应看到，我国特有的将英语作为外语来学的语言学习环境和条件与西方国家语作为外语来学的语言学习环境和条件与西方国家许多英语学习者将英语作为第二语言来学的特定环许多英语学习者将英语作为第二语言来学的特定环境和条件有许多不同，加上任务型教学本身的问题境和条件有许多不同，加上任务型教学本身的问题和局限，我们对任务型教学的借鉴应该抓住其本质和局限，我们对任务型教学的借鉴应该抓住其本质与合理内核，促进其与我国传统外语教学方式相互与合理内核，促进其与我国传统外语教学方式相互取长补短，而不是形式上的盲目模仿取长补短，而不是形式上的盲目模仿—魏永红（魏永红（2004：：163））Homework•What are the limitations of CLT and TBLT under the Chinese foreign language teaching setting?P35-P36。