论文部分内容阅读
【中圖分类号】G424 【文献标识码】B【文章编号】2095-3089（2012）21-0117-02
Introduction and purpose：
My paper will mainly discuss how task-based approach is practiced in the ESL class. I will introduce Task-Based Learning （TBL） and its framework. A lesson plan will be presented as curriculum guideline for senior school teachers. The purpose of my paper is to help ESL classroom teachers to have a better understanding of task-based approach and to show how a task is designed to promote language use. I will emphasize the roles of the teacher and learners during a task-based learning （TBL） lesson.
Key words：Task-based approach 、Task-Based Learning （TBL）、 framework
一、Progress in English language teaching in China
These 20 years have witnessed profound changes in foreign language teaching in China. The experimental practice of newly English syllabus has brought new ideas about English teaching these years. The syllabus is systematically planned from the primary school to senior school. Students’ cognitive and affective factors in learning are especially taken into consideration. Task-based Approach is encouraged to put into practice. Students are guided by the teacher in class， achieving goals of the task， enjoying success by sense， experience， participation and cooperation. Students are expected to communicate with each other in real world. Their communicative competence is to be greatly improved.
二、Introduction to Task-Based Learning （TBL）
Task-based learning has been discussed in the literature throughout the ‘90s and has become a regular topic at teachers’ conferences. It is based on several fundamental assumptions which are now popular themes in many “communicative approach” designs. Nevertheless， it is hard to define ‘task’. Ellis （2000） attempts a context-free definition： “‘task’ will indeed have somewhat different meanings in different contexts of use.”（P195） Skehan （1998a， as cited in Ellis， 2000）， reflecting a broad consensus among researchers and educators， suggests four defining criteria：
1. meaning is primary；
2. there is a goal which needs to be worked towards；
3. the activity is outcome-evaluated；
4. there is a real-world relationship.
According to Dickey （2002）， Task-based Learning seems particularly appropriate for our more-reticent Asian Learners of English （ALEs）. Hong Kong’s “Target Oriented Curriculum” for primary education is based on a foundation of task-based learning. He defines that TBL is more than “an activity every minute”； it gives learners time to consider their work， and through this reflection， to grow. It also allows ALEs to use “their” English， and to buttress it with their native language where necessary. Once they become accustomed to this nontraditional learning style， students will work well within it. Though individual teachers may differ on the volume of TBL to be used， it seems clear that TBL has a proper place in Asian classrooms. 三. Task-Based Learning Framework
Willis （1998） shows that the framework offers security and control for the teacher. So my project including my lesson plans is based on Willis’ statement on Task-Based Learning Framework. According to Willis （1998）， tasks can be used as the central component of a three part framework： “pre-task，” “task cycle，” and “language focus.” These components have been carefully designed to create four optimum conditions for language acquisition， and thus provide rich learning opportunities to suit different types of learners. The following figure outlines the roles of the teacher and learners during a task-based learning （TBL） lesson.
Task-Based Learning Framework
Components of a TBL Framework
PRE-TASK PHASE
INTRODUCTION TO TOPIC AND TASK
Teacher explores the topic with the class， highlights useful words and phrases， and helps learners understand task instructions and prepare. Learners may hear a recording of others doing a similar task， or read part of a text as a lead in to a task.TASK CYCLE
TASK
Students do the task， in pairs or small groups. Teacher monitors from a distance， encouraging all attempts at communication， not correcting. Since this situation has a “private” feel， students feel free to experiment. Mistakes don’t matter. PLANNING
Students prepare to report to the whole class （orally or in writing） how they did the task， what they decided or discovered. Since the report stage is public， students will naturally want to be accurate， so the teacher stands by to give language advice. REPORT
Some groups present their reports to the class， or exchange written reports， and compare results. Teacher acts as a chairperson， and then comments on the content of the reports.Learners may now hear a recording of others doing a similar task and compare how they all did it. Or they may read a text similar in some way to the one they have written themselves， or related in topic to the task they have done.
LANGUAGE FOCUS
Analysis
Students examine and then discuss specific features of the text or transcript of the recording. They can enter new words， phases and patterns in vocabulary books. PRACTICE
Teacher conducts practice of new words， phrases， and patterns occurring in the data， either during or after the Analysis.Sometimes after completing this sequence， learners may benefit from doing a similar task with a different partner. For the framework I have fullawareness of the roles of the teachers and the learners before I put it into practice. My interpretation of the framework can be described as follows： learners have a chance to recall things they know at the pre-task stage. They should understand task instructions and prepare for it. The task cycle gives students opportunities to use whatever language they have. If the students achieve the objectives of the task， success in doing this can increase longer term motivation. They will notice gaps in their own language， and will listen carefully to hear how fluent speakers express themselves. Language focus gives the learners chance to notice and reflect on language features， recycle the task language， go back over the text and practice useful words， phrases and patterns. As the task cycle is the central component of the framework， it is very important for the teacher to design tasks to promote language use. Any topic or theme can give rise to different types of tasks. 四、Assessment
It is a very important step to assess the achievement of the task goal. According to Johnson （1979， as cited in Morley ，2002）， a communicative task where success or failure is judged is in terms of whether or not the task is performed. So the teacher should make sure the completion of task， assuming full control at the beginning and end of each phase.
五、Conclusion and Recommendations
For this article I mainly introduce how I practise Task-based Approach in ESL class to improve the students’ communicative competence. As I finish this article I have already practiced it for a year. As a whole， the students have made great progress in English language communicative competence. Meanwhile their vocabulary is enlarged and their vision is broadened. Most of the students have stronger sense of participation and cooperation. I am not sure if my class activities have useful value for senior school teachers， if it should， I would make greater efforts in improving the effectiveness of practice in class. I have got some ideas from what Harmer （2000：127-133） states in his book “How to Teach English” which fully introduce how to solve the possible problems the teachers encounter. For example， what if the class is very big？ What if the students are uncooperative？ and so on. Maybe his suggestions may solve some of my problems in class activities. However the best solution is to experience combining the theory with own practice and then find the most suitable way to follow.
References
[1]Ellis，R.. Task-based research and language pedagogy 2000
[2]Harmer， J. How to Teach English.. 127-133. Foreign Language Teaching and Research Press 2000
[3]Li，M.Y. Communicative Language Teaching in China： Progress and Resistance. TESOL Quarterly vol.35， No.1. 2001
[4]Norris，R.W. Getting Students More Personally Involved. Vol.48：25-38 1994
[5]Shih， M. More Than Practicing Language： Communicative Reading and Writing for Asian Settings. TESOL Journal 1999
[6]Willis， J. Task-based learning： What kind of Adventure？ Aston University， UK 1998
Introduction and purpose：
My paper will mainly discuss how task-based approach is practiced in the ESL class. I will introduce Task-Based Learning （TBL） and its framework. A lesson plan will be presented as curriculum guideline for senior school teachers. The purpose of my paper is to help ESL classroom teachers to have a better understanding of task-based approach and to show how a task is designed to promote language use. I will emphasize the roles of the teacher and learners during a task-based learning （TBL） lesson.
Key words：Task-based approach 、Task-Based Learning （TBL）、 framework
一、Progress in English language teaching in China
These 20 years have witnessed profound changes in foreign language teaching in China. The experimental practice of newly English syllabus has brought new ideas about English teaching these years. The syllabus is systematically planned from the primary school to senior school. Students’ cognitive and affective factors in learning are especially taken into consideration. Task-based Approach is encouraged to put into practice. Students are guided by the teacher in class， achieving goals of the task， enjoying success by sense， experience， participation and cooperation. Students are expected to communicate with each other in real world. Their communicative competence is to be greatly improved.
二、Introduction to Task-Based Learning （TBL）
Task-based learning has been discussed in the literature throughout the ‘90s and has become a regular topic at teachers’ conferences. It is based on several fundamental assumptions which are now popular themes in many “communicative approach” designs. Nevertheless， it is hard to define ‘task’. Ellis （2000） attempts a context-free definition： “‘task’ will indeed have somewhat different meanings in different contexts of use.”（P195） Skehan （1998a， as cited in Ellis， 2000）， reflecting a broad consensus among researchers and educators， suggests four defining criteria：
1. meaning is primary；
2. there is a goal which needs to be worked towards；
3. the activity is outcome-evaluated；
4. there is a real-world relationship.
According to Dickey （2002）， Task-based Learning seems particularly appropriate for our more-reticent Asian Learners of English （ALEs）. Hong Kong’s “Target Oriented Curriculum” for primary education is based on a foundation of task-based learning. He defines that TBL is more than “an activity every minute”； it gives learners time to consider their work， and through this reflection， to grow. It also allows ALEs to use “their” English， and to buttress it with their native language where necessary. Once they become accustomed to this nontraditional learning style， students will work well within it. Though individual teachers may differ on the volume of TBL to be used， it seems clear that TBL has a proper place in Asian classrooms. 三. Task-Based Learning Framework
Willis （1998） shows that the framework offers security and control for the teacher. So my project including my lesson plans is based on Willis’ statement on Task-Based Learning Framework. According to Willis （1998）， tasks can be used as the central component of a three part framework： “pre-task，” “task cycle，” and “language focus.” These components have been carefully designed to create four optimum conditions for language acquisition， and thus provide rich learning opportunities to suit different types of learners. The following figure outlines the roles of the teacher and learners during a task-based learning （TBL） lesson.
Task-Based Learning Framework
Components of a TBL Framework
PRE-TASK PHASE
INTRODUCTION TO TOPIC AND TASK
Teacher explores the topic with the class， highlights useful words and phrases， and helps learners understand task instructions and prepare. Learners may hear a recording of others doing a similar task， or read part of a text as a lead in to a task.TASK CYCLE
TASK
Students do the task， in pairs or small groups. Teacher monitors from a distance， encouraging all attempts at communication， not correcting. Since this situation has a “private” feel， students feel free to experiment. Mistakes don’t matter. PLANNING
Students prepare to report to the whole class （orally or in writing） how they did the task， what they decided or discovered. Since the report stage is public， students will naturally want to be accurate， so the teacher stands by to give language advice. REPORT
Some groups present their reports to the class， or exchange written reports， and compare results. Teacher acts as a chairperson， and then comments on the content of the reports.Learners may now hear a recording of others doing a similar task and compare how they all did it. Or they may read a text similar in some way to the one they have written themselves， or related in topic to the task they have done.
LANGUAGE FOCUS
Analysis
Students examine and then discuss specific features of the text or transcript of the recording. They can enter new words， phases and patterns in vocabulary books. PRACTICE
Teacher conducts practice of new words， phrases， and patterns occurring in the data， either during or after the Analysis.Sometimes after completing this sequence， learners may benefit from doing a similar task with a different partner. For the framework I have fullawareness of the roles of the teachers and the learners before I put it into practice. My interpretation of the framework can be described as follows： learners have a chance to recall things they know at the pre-task stage. They should understand task instructions and prepare for it. The task cycle gives students opportunities to use whatever language they have. If the students achieve the objectives of the task， success in doing this can increase longer term motivation. They will notice gaps in their own language， and will listen carefully to hear how fluent speakers express themselves. Language focus gives the learners chance to notice and reflect on language features， recycle the task language， go back over the text and practice useful words， phrases and patterns. As the task cycle is the central component of the framework， it is very important for the teacher to design tasks to promote language use. Any topic or theme can give rise to different types of tasks. 四、Assessment
It is a very important step to assess the achievement of the task goal. According to Johnson （1979， as cited in Morley ，2002）， a communicative task where success or failure is judged is in terms of whether or not the task is performed. So the teacher should make sure the completion of task， assuming full control at the beginning and end of each phase.
五、Conclusion and Recommendations
For this article I mainly introduce how I practise Task-based Approach in ESL class to improve the students’ communicative competence. As I finish this article I have already practiced it for a year. As a whole， the students have made great progress in English language communicative competence. Meanwhile their vocabulary is enlarged and their vision is broadened. Most of the students have stronger sense of participation and cooperation. I am not sure if my class activities have useful value for senior school teachers， if it should， I would make greater efforts in improving the effectiveness of practice in class. I have got some ideas from what Harmer （2000：127-133） states in his book “How to Teach English” which fully introduce how to solve the possible problems the teachers encounter. For example， what if the class is very big？ What if the students are uncooperative？ and so on. Maybe his suggestions may solve some of my problems in class activities. However the best solution is to experience combining the theory with own practice and then find the most suitable way to follow.
References
[1]Ellis，R.. Task-based research and language pedagogy 2000
[2]Harmer， J. How to Teach English.. 127-133. Foreign Language Teaching and Research Press 2000
[3]Li，M.Y. Communicative Language Teaching in China： Progress and Resistance. TESOL Quarterly vol.35， No.1. 2001
[4]Norris，R.W. Getting Students More Personally Involved. Vol.48：25-38 1994
[5]Shih， M. More Than Practicing Language： Communicative Reading and Writing for Asian Settings. TESOL Journal 1999
[6]Willis， J. Task-based learning： What kind of Adventure？ Aston University， UK 1998