Chapter 3 Schools of FLT methods (5)
Chapter 3 Schools of FLT methods (5)
Task-Based Language Teaching 任务型语言教学 I.Second Language Acquisition and TBLT Ⅱ.What is TBLT Ⅲ.What Are Tasks? IV.Why do we use TBLT? V.Task Analysis VI.Planning Classroom Work VII.Principles of task design VI.Performance Assessment TBLT
Task-Based Language Teaching 任务型语言教学 Ⅰ. Second Language Acquisition and TBLT Ⅱ. What is TBLT Ⅲ. What Are Tasks? Ⅳ. Why do we use TBLT? Ⅴ. Task Analysis Ⅵ. Planning Classroom Work Ⅶ. Principles of task design Ⅷ. Performance Assessment & TBLT
I Second Language Acquisition Research ■“Practice makes perfect”does not always apply to learning grammar. They(students)often fail to use it correctly when expressing themselves freely.This temporary mastery seems to happen when they are paying conscious attention to form,but not when they are trying to communicate and paying attention to meaning. Jane Willis
Ⅰ. Second Language Acquisition Research ◼ “Practice makes perfect” does not always apply to learning grammar. ◼ They( students) often fail to use it correctly when expressing themselves freely. This temporary mastery seems to happen when they are paying conscious attention to form, but not when they are trying to communicate and paying attention to meaning. ◼ Jane Willis
根据语言习得的规律 1语法知识的记忆不能保证语言使用的正确 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
根据语言习得的规律 1. 语法知识的记忆不能保证语言使用的正确 ◼ 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)
2.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 Grammar opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery Eisenstein(1985) ■(1985年作了一个实验，实验组教语法，但课外有实践 的机会。另一组只讲语法。结果实验组交际能力强。而 语法测试的成绩也比单讲语法的班好，虽然他们学的语 法少。)
2. 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 ◼ Grammar + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985) ◼ (1985年作了一个实验，实验组教语法，但课外有实践 的机会。另一组只讲语法。结果实验组交际能力强。而 语法测试的成绩也比单讲语法的班好，虽然他们学的语 法少。）