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5. 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
• 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.
• The learning and development of a person’s language. The learning of a native or first language is called FIRST LANGUAGE ACQUISITION, and of a second or foreign language, SECOND LANGUAGE ACQUISITION. The term “ acquisition” is often preferred to “ learning” because the latter is sometimes linked to a behaviourist theory of learning
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Theoretical Background of TBLT
• Language Acquisition Research • Social constructivist model of
teaching-learning process • AAA curriculum theory
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What is language acquisition ?
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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.
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。）
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3. 学习者的参与与语言熟练程度的提高关系极大
• Learner participation in class is related significantly to improvements in language proficiency.
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- David Nunan (1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.
Task-Based Language Teaching 任务型语言教学
人民教育出版社 龚亚夫
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Task-Based Language Teaching 任务型语言教学
1. Second Language Acquisition and TBLT 2. What is TBLT 3. What Are Tasks? 4. Principles of Task-Based Language Teaching 5. Task Design and Task Analysis 6. Planning Classroom Work 7. Performance Assessment & TBLT
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Jane Willis
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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.
•
Lim (1992)
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4. 基本上以“交际”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 或回避语法讲解的沉浸式教学都更好
• 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.