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1、Aims of the unit1.How is language learned in classrooms different from language learned in real life?2.What is communicative competence?3.What are the implications of CLT for teaching and learning?4.What are the main features of communicative activities?5.What is task-based language teaching?6.How i
2、s TBLT different from PPP?7.Are there limitations of CLT and TBLT?第1页/共23页Language used in real life VS.language taught in classroomsLanguage used in real lifeLanguage taught in classroomsfocusCommunicative functionsLanguage formsLanguage skillsAll skillsOne or two skillscontextReal contextCreated c
3、ontext or no context第2页/共23页The relationship between language form and communicative function1.one language form may express a number of communicative functions.2.one communicative function can also be expressed by a variety of language forms.3.when talking to other people,we need to choose the most
4、 appropriate form for that particular situation.第3页/共23页What is communicative competence?Communicative competence includes both the knowledge of language and the knowledge about how to use the language appropriately in communicative situations.(in other words,it includes linguistic knowledge and app
5、ropriate use of language)第4页/共23页Five components of communicative competenceLinguistic competencePragmatic competenceDiscourse competenceStrategic competenceFluency Hedge(2000:46-55)第5页/共23页Implications for teaching and learningSee task 5第6页/共23页Principles of CLTCommunicative principle:1)purpose 2)c
6、ontext either real or created 3)actual use of the target languageTask principle:1)authentic tasks(classroom activities involving the real use of the target language)2)tasks should be meaningful and promote learningMeaningfulness principle:language used is meaningful to both the speaker and learner第7
7、页/共23页Implications of CLT for the teaching of language skillsListening and speaking:students should have the chance to listen to and produce meaningful,authentic and creative language.Reading:students should read with different purposes and skills and focus on both meaning and form.Writing:students
8、should practise writing what people write in everyday life and write in the way people write in reality第8页/共23页Limitations of CLTDemanding on the part of the teacherTime-consumingMay not be appropriate for all language/cultural contexts.(native/foreign/second language context?)May not be appropriate
9、 for learners of all age levels and competence levels.Not easy to design the teaching syllabus第9页/共23页Classification of communicative activitiesFunctional communicative activities:1)indentifying 2)discovering 3)following 4)reconstructing 5)pooling Social interactional activities:1)role-playing 2)sim
10、ulation activity 3)discussion 4)debate 5)interview 6)improvisation第10页/共23页Features of communicative activitiesCommunicative purposeCommunicative desireFocus on content,not formA variety of language formNo teacher interventionNo materials control Now,based on the above features,complete task 8 on pa
11、ge 24.第11页/共23页Task-based language teaching(TBLT)Task:tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.Willis(1996:23)TBLT:a further development of CLT.It shares the same beliefs,as language should be learned as close as
12、 possible to how it is used in real life.However,it stresses the importance to combine form-focused teaching with communication-focused teaching.第12页/共23页Four components of a taskPurpose:the reason for undertaking the taskContext:the situation where the target language is used.It can be real or crea
13、ted.Process:using the target language and strategies to solve problems.Product:any form of outcome,either visible or invisible.第13页/共23页Exercise,exercise-task and task Exercise-focus on language items task-purposeful real communication第14页/共23页PPPPPP stands for presentation,practice and production.P
14、resentation:the teacher introduces a new language item(usually in a context).Practice:students practise the new language item by drills,repetition or dialogue reading.(usually controlled)Production:students produce the language in meaningful way,such as role play or activities involving free use of
15、the language.第15页/共23页TBLTTBLT has a task cycle:task-planning-reportStudents use and experience language freelyStudents have a real need and purpose to use language to communicate.There should be an outcome to achieve for any one task.In TBLT,the context is already established by the task itself.TBL
16、T focus on students ability to think and analyze.In TBLT,all the four language skills are naturally integrated.第16页/共23页Designing tasksWhen designing a task,think about the following questions:1.what is the purpose of the task?2.what is the content of the task?3.how is the task to be carried out?4.I
17、n what situation is the task to be carried out?Specific steps:1.take into account the students needs,interests,and abilities.2.Brainstorm possible tasks3.evaluate the list4.choose the language items5.preparing materials第17页/共23页Task typesPrabhu(1987)classify tasks into three types:1.Information-gap
18、activity.(e.g.a pair work in which each member has a part of the incomplete picture and attempts to convey it verbally to the other)2.Reasoning-gap activity(e.g.work out a teachers timetable based on the given class timetables)3.Opinion-gap activity(e.g.story completion or discussion of a social iss
19、ue)第18页/共23页Task typesRichards(2001)proposed the following typology of pedagogical tasks:1.Jigsaw tasks:combining different pieces of information to form a whole.(e.g.three individuals have three different parts of a story and have to piece the story together)2.information-gap tasks:tasks in which o
20、ne student or group have one set of information and another student or group has a complementary set of information.They must negotiate and find out what the other partys information is in order to complete an activity.3.problem-solving tasks:students are given a problem and a set of information.The
21、y must arrive at a solution to the problem.4.decision-making tasks:students are given a problem for which there are a number of possible outcomes and they must choose one through negotiation and discussion.5.opinion-exchange tasks:learners engage in discussion and exchange of ideas.第19页/共23页Task typ
22、esDavid Nunan(1999)proposed five different task types:1.cognitive tasks(e.g.Study a list of names and classify them into male and female/study a conversation and discover the rule for forming the simple past tense)2.interpersonal tasks(e.g.Work in groups to read a text and complete a table)3.linguis
23、tic tasks(e.g.Match expressions to situations)4.affective tasks(e.g.Read a letter from a friend and give advice)5.creative tasks(e.g.work in a group and think of as many occupations as you can)第20页/共23页More examples of tasksTask 1.Look at the map with your partner.You are at the hotel.Ask your partn
24、er for directions to the bank.Task 2.You are having a party.Tell your partner how to get from the school to your home.Task 3.Role-play.You are in a clothing store and have$150 to spend.Your partner is the sales assistant.Look at the clothing items on the work sheet.Find out the prices and decide wha
25、t to buy.Task 4.listen to the automated ticketing service for“whats on around town this weekend”.Make a list of movies and how much they cost.Work with three other students to decide where to go.Task 5.look at a set of“to let”ads,and decide with three other students on the most suitable place to ren
26、t.Task 6.Role-play.You and a friend have started at a new school.Circulate and find out about your classmates.Task 7.You have just moved to a new neighborhood.Introduce yourself to your neighbors.Task 8.You and your partner have a map with bus and underground routes.Discuss and select the best route
27、 from Beijing railway station to Peking University.第21页/共23页Limitations of TBLTMay not be effective for presenting new language itemsMay not be appropriate for context where language exposure is not sufficient and students lack problem-solving skills.Time-consuming for teachersToo difficult for students who lack sufficient linguistic skills第22页/共23页感谢您的观看！第23页/共23页