《从另一个角度看教材》-课件.ppt

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 teaching Traditionally… Curriculum designers and materials writers took as their point of departure the question, What are the grammatical, phonological, 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 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) 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 language 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 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: