1. L/O/G/O Chapter 2 CLT and TBLT

2. PART 1 COMMUNICATIVE LANGUAGE TEACHING

3. Stage 1: Experience Step 1: Go through the following exercises and decide which one you would like to do. / Choose to do one of the exercises. Exercise 1. Read the following dialogue in roles. A: Do you have a TV set in your room? B: No, I don’t. A: Do you have a computer? B: Yes, I do. How about you? A: I have a TV set, but I don’t have a computer.

4. Exercise 2: Read the above dialogue in roles and then Write down what you have or what you want to have in your own room. Use a dictionary when necessary. Don’t let others see what you have written. Guess what your group members have by using this sentence: “Do you have…in your room?” Give yourself a point if you get the right answer at the first guessing.

5. 3. Read the above dialogue and then make sentences with “ Do you have…? 4. Read and recite the above dislogue.

6. Stage 2 Exploration 1. Which exercise would you like to do? Why? 2. Which exercise can promote your learning and sustain your interest in learning? Why? 3. What exercise may hinder your learning and can not keep you interested in the learning activities? Why ?

7. 4. What objectives can be reached by involving the students in Exercise 2? 5. What principles should we follow when we design speaking activities for learners to learn to use English?

8. Stage 3 Exchange When designing tasks for pupils to learn to speak English, we should ____.

9.  provide opportunities for active communicative interaction among students ( 提供机会让学生之间进行积极的互动性交 际活动 )  make language learning meaningful for the students.  encourage the students to use English in an authentic context

10. When we design speaking activities for students to learn to use English, we should try to make the activities:  learner-centered  Interactive  Meaning-focused  Collaborative  Purposeful  Task-based

11. Language use in real life vs. Traditional pedagogy

12. In real lifeIn traditional pedagogy How is language used / taught? Used to perform certain communicative functions All skills used Used in a certain context Learning language through using language Taught as language knowledge Focus on one or two language skills Isolate language from its context Being taught through learning language knowledge What parts of language are used / taught? Functions All language skills Forms One or two language skills

13. Dell Hymes Communicative competence – What a learner knows about how a language is used in particular situations for effective and appropriate communication. – Includes knowledge of the grammar and vocabulary, knowledge of rules of speaking, knowledge of how to use and respond to different types of speech acts and social conventions, and knowledge of how to use language appropriately.

14. Communicative competence Linguistic competence Concerned with knowledge of the language itself, its form and meaning. Pragmatic competence Concerned with appropriate use of the language in social context. Discourse competence One’s ability to create coherent written text or conversation and to understand them and ability to initiate, develop, enter, interrupt, check, or confirm in a conversation. Strategic competence Strategies one employs when there is communication breakdown due to lack of resources. Fluency One’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitations

15. The implications of each communicative competence to language teaching and learning

16. Linguistic competence Teachers need to help learners achieve accuracy in the grammatical forms; pronounce the forms accurately; use stress, rhythm, and intonation to express meaning; build a range of vocabulary; learn the script and spelling rules; achieve accuracy in syntax and word formation.

17. Discourse competence Teachers need to help learners Take longer turns, use discourse markers and open and close conversations; Appreciate and be able to produce contextualized written text; Be able to use cohesive devices in reading and writing texts; Be able to cope with authentic texts.

18. Pragmatic competence Teachers need to help learners learn the relationship between grammatical forms and functions; use stress and intonation to express attitude and emotion; learn the scale of formality; understand and use emotive tone; use the pragmatic rules of language; select language forms appropriate to topic, listener, or setting, etc;

19. Strategic competence Teachers need to enable learners to take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that /person who…’

20. Fluency Teachers need to help learners deal with the information gap of real discourse; process language and respond appropriately with a degree of ease; be able to respond with reasonable speed in ‘real time’.

21. Principles of Communicative Language Teaching (CLT) 1.Communication principle 2.Task principle 3.Meaningfulness principle

22. The classification of communicative activities Functional communicative activities Social communicative activities Focusing the functional aspect of communication The main purpose is that the learners should use the language they know in order to get meanings across as effectively as possible Learners are not required to attempt to choose language which is appropriate to any particular situation. Emphasizing on social as well as functional communication. Learners must still aim to convey meanings effectively, but must also pay greater attention to the social context in which the interaction takes place. Learners should choose language which is not only functionally effective, but is also appropriate to the social situation he is in.

23. William Littlewood. 1981. Communicative Language Teaching. Cambridge University Press.

24. Functional communicative activities e.g. Identifying pictures Pictures for Student A Pictures for Student B

25. language for the activity: What colour … ? How many … ? Where … ?

26. Social interactional activities e.g. Role-playing through cued dialogues Learner A You meet B in the street. Learner B You meet A in the street. A: Greet B. B: A: Ask B where he is going. B: A: Suggest somewhere to go together. B: A: Accept B’s suggestion. B: A: B: Greet A. A: B: Say you are going for a walk. A: B: Reject A’s suggestion. Make a different suggestion. A: B: Express pleasure.

27. Reading and writing are also communicative skills which are worth no less attention than listening and speaking.

28. The criteria of communicative classroom activities Communicative purpose: involving Ss in performing a real communicative purpose; being some kind of ‘ information gap Communicative design: creating a desire to communicate; being felt a real need to communicate Content, not form: Ss must be concentrating on what they are saying, not how they say. Variety of language: involving Ss in using a variety of language; Ss feel free to improvise, using whatever resources they choose. No teacher intervention: being done by Ss working by themselves No materials control

29. Discussion × Study the following sample activities. Put a tick (√) in the box if you think the activities meet the criterion. Put a cross (×) If you do not think so. In some cases you may not be sure, so put a question mark (?). When you have finished, go into groups and compare your results.

34. Activity1Activity2Activity3Activity4 1. Communicative purpose 2. Communicative desire 3. Content, not form 4. Variety of language 5. No teacher intervention 6. No material control √ √ √ √ √ √ √ √ √ √ √ √ √ √ × × × × × × ×× × ×

35. Activity1Activity2Activity3Activity4 1. Communicative purpose 2. Communicative desire 3. Content, not form 4. Variety of language 5. No teacher intervention 6. No material control √ √ √ √ √ ×

36. Activity1Activity2Activity3Activity4 1. Communicative purpose 2. Communicative desire 3. Content, not form 4. Variety of language 5. No teacher intervention 6. No material control √ √ √ × × ×

37. Activity1Activity2Activity3Activity4 1. Communicative purpose 2. Communicative desire 3. Content, not form 4. Variety of language 5. No teacher intervention 6. No material control √ √ √ √ √ ×

38. Part 2 Task-Based Language Teaching 任务型语言教学

39. I. Revision 1) What are the differences between the traditional foreign language teaching and language use in real life? 2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two?

40. II. Task-based Language Teaching Besides CLT, there has been another language teaching approach which has become more and more popular from late 1980s, that is, Task-based Language Teaching (TBLT).

41. “ TBLT ” is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. “ TBLT ” has stressed the importance to combine form- focused teaching with communication-focused teaching. 2.1 What is the relationship between TBLT and CLT?

42. 2.2 Definition of task A task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. 任务是人们在日常生活中所从事的有目的的活动。

43. painting a fence, dressing a child, filling out a form, buying a pair of shoes, borrowing a library book, taking a driving test, making an airline reservation, writing a check, finding a street destination, etc. What people do in everyday life: TASKS

44. A task is an activity or action which is carried out as the result of processing or understanding language ( i.e. as a response). 任务 = 人们在学习、理解、体会语言之后所开 展的活动。 任务

45. Listening to a weather forecast and deciding what to wear Looking at a set of pictures and decide what should be done Responding to a party invitation Completing a banking application Describing a photograph of one’s family

46. 2.3 Four components of a task  A purpose  A context  A process  A product

47. TASK PURPOSE CONTEXT PROCESS OUTCOME MEANING COMMUNICATIVE AUTHENICITY

48. The components of a task ： 目标 （ Goals ） 信息输入（ Input Data)  语言信息（ Verbal data ） 非语言信息（ Non-verbal data ） 活动 （ Activities ） 结果 （ Outcome)  语言结果（ Verbal outcome ） 非语言结果（ Non-verbal outcome ）

49. Goal: Exchanging personal information Input: Questionnaire on sleeping habits Activity: 1) Reading questionnaire 2) Asking and answering questions about sleeping habits Teacher role: Monitor and facilitator to specify what is regarded as successful completion of the task Learner role: Conversational partner Setting: Classroom / pair work

50. 2.4 What are not tasks? Tasks do not include activities which involve language used for practice or display, such as ‘ Describe the picture using the words and phrases from the list below ’ or ‘ Ask your partner if he likes the food listed here using the forms Do you like … ? Yes, I do/ No, I don ’ t. where there is no outcome or purpose other than practice of pre-specified language.

51. The difference between Exercise and Task

52. Tasks Exercises focus situation outcome language error form meaning no situation real-life situation correct form accomplishment of task practice of assigned form choice of form and content immediate correction delayed correction

53. ExerciseTask FocusFormMeaning Communicative desire Not havingHaving Communicative purpose Not havingHaving Authentic situationNot havingHaving Assessment meansThe language form is right or wrong The task is finished or not. Language controlling ControlFree Correct the error or mistake Correct immediatelyObserve, analyze, then correct Exchange information SingleDouble or more

54. Discussion Study the following four activities carefully and decide which are tasks and which are exercises and think about why. When you are ready, discuss your views with your partner and explain your reasons.

55. Activity 1 A dangerous moment This activity has all the characteristics of a task. 1)The work plan specifies what the two participants in the task are supposed to do. 2)The primary focus is on meaning. 3)Student A has to talk about the dangerous moment and student B is free to ask questions to clarify. The language use is similar to a natural communicative event. 4)The task involves oral language use. 5)The cognitive process involves the choice of a structure for describing a dangerous moment. 6)The outcome of this task is the completion of a picture by student B.

56. Activity 2 Asking for help This is an example of a cue-card activity. It is an exercise-task, not a task in a real sense. It has some of the features of a task. For example, it requires participants to interact orally and the participants are free to choose the linguistic resources. However, the primary focus is on form because the meanings are predetermined. There isn ’ t a clear communicative outcome. The outcome is the performance of the activity. The purpose of this activity is to practice language. They cannot be considered as tasks.

57. Activity 3 Going shopping This is obviously an exercise. The primary focus is on form – the use of ‘ any ’ and ‘ some ’ in questions and replies. Learners simply need to substitute items and the language use is by no means like the real-world communication. The two participants can see the shopping list and the things the store has. Therefore, there is no information gap which leads to the intention of communication. Moreover, there is no definite product.

58. Activity 4 Telling a story from pictures where every student can see what is happening in each picture is not a task. It is simply a language practice activity – what communicative purpose is there? If there were two sets of pictures, and one group prepared a story based on their set of pictures and told it to a group who then had to arrange that set of pictures in the right order, this would create a communicative purpose, and therefore a need to listen. The latter would be a good task – initially with the teacher telling the story and the learners at tables arranging the pictures.

59. Check if it is a task or not:

60. Activity : On a piece of paper, write about your life in ten years. Don’t write your name on the paper. Put all the students’ paper together. Take turns reading the papers, Then guess who wrote them.

61. Task-based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of instruction in language. 2.5 Definition of TBLT 任务型教学就是以具体的任务为学习动力或 动机，以完成任务的过程为学习的过程，以 展示任务成果的方式（而不是以测试的分数） 来体现教学的成就。

62. 所谓任务型语言教学，其核心思想就是要模 拟人们在社会、学校生活中人们运用语言所 从事的各类活动，把语言教学与学习者在今 后的日常生活中的语言应用结合起来。

63. Four dimensions of teaching and learning tasks represented by the “four eyes” : Involvement ( 参与 ), Inquiry ( 探究 ), Induction( 归纳 ), Incorporation ( 整合 ). TBLT Incorporation Induction Inquiry Involvement learning then using learning by using learning for using learning by doing doing things with(by) language

64. —Rod Ellis 1. TBLT offers the opportunity for “natural” learning inside the classroom. 2. It emphasizes meaning over form but can also cater for learning form. 3. It is intrinsically motivating. 4. It is compatible with a learner-centered educational philosophy. 5. It can be used alongside a more traditional approach.

65. 2.6 Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语交流来学会交际 2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境

66. 3. Provision of opportunities for learners to focus not only on language itself, but also on the learning process. 关注语言的本身，也关注学习的过程。 4. An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning. 学习者的个人经历对语言学习具有重要意义。

67. 5. An attempt to link classroom language learning with language activativity outside the classroom. 试图把课内的语言学习与社会的语言活动结 合起来。

68. 1.Pre-task phase; 2.While (During) -task phase; 3.Post-task phase 2.7 Three phases in a task-based lesson

69. Introduce to topic and task Task cycle Task Planning Report Language focus Analysis Practice Pre-task Willis’ model for task-based instruction (Willis, 1996:127)

70. Pre-task phase: Three purposes: - -to introduce new language that learners can use while performing the task; --to mobilize existing linguistic resources; --to ease processing load, and to push learners to interpret tasks in more demanding ways.

71. Some options: Allow the students time to plan. 1.Provide a model 2.Do a similar task 3.Pre-teach key linguistic items

72. On general cognitive demands of the task 对任务要求的总体感知 An emphasis on linguistic factors 关注语言因素 Supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson 让学生做一些在后面完成任 务时需要的准备工作 Non-task preparation activities --- brain storming 大脑风暴 --- mind map 思维图

73. While-task phase: Some options: 1.Participatory structure 参与方式 : Whole-class vs. small group work; individual or interaction 2.Set a time for completing the task. 3.Vary the number of participants. 4.Introduce a surprise element. 5.Tell students they will have to present a report to the whole class. pair and group work are seen as central to task-based teaching; not all tasks are interactive

74. The post-task phase: Three major pedagogical goals: -- to provide an opportunity for a repeating performance of the task （提供再做任务的机会） -- to encourage reflection on how the task was performed （反思任务是怎样完成的） -- to encourage attention to form （关注语言的形式）

75. Differences between PPP and Task-based language Teaching The differences in two perspectives

76. Three phases of TBLT Pre-task Introduction to topic and task Task cycle Task Planning Report Ss hear task recording or read text Language focus Analysis and practice Review and repeat task Instruction Exposure Exposure (planned) Exposure Instruction (as needed ) Use Use (planned) Exposure Use (spontaneous) Instruction Use (restricted)

77. PPP Model PPP Presentation of single ‘ new ’ item Practice Of new item: drills, exercises, dialogue practice Production Activity, role play or task to encourage ‘ free ’ use of language

78. The way students use and experience the language Planning (drafting, rehearsal, practice) Report (outcome) (exchange, communicate) Task (a need to use language) Cycle

79. The procedure and context of learning PPP modelTBL framework Contexthas to be inventedis established by the task Activitiesrepeat, manipulate, applythink and analyze Practice method learning example made up to illustrate a single language item listening and reading providing a more varied exposure to natural language Exposure to grammar and words to a whole range of words, Classroom- centre Teachers pre-select the language to be taught Learners are free to ask about any aspects of language they notice. Procedurefrom accuracy to fluencyfrom fluency to accuracy Four skillsneeding to be supplemented by lessons to give learners practice in four skills four skills being naturally integrated

80. Three Dimensions of Language Teaching Goal (i.e. ‘ why ’ the language is being taught) Content (i.e. ‘ what ’ is taught) - Type A syllabuses - Type B syllabuses Methodology (i.e. ‘ how ’ it is taught) - accuracy - fluency

81. GoalContentMethodology Ability to read literature in the L2 Type A (list of grammar rules and words to be taught) Accuracy (i.e. accurate translation of L2 into L1) Grammar Translation Audiolingualism GoalContent Methodolog y Ability to communicate Type A (list of linguistic items to be taught) Accuracy (i.e. focus on target- like use of the L2)

82. GoalContentMethodology Ability to communicate Type A (i.e. a list of notions and functions Accuracy (i.e. focus on target-like use of the L2) Notional/Functional Teaching Task-Based Teaching GoalContent Methodolo gy Ability to communicate Type B (i.e. a series of message- focused tasks) Fluency (i.e. focus on message conveyance)

83. Three important principles of task design: ⒈ The authenticity principle: The advantage of using authentic data is that learners encounter target language items in the kinds of contexts where they naturally occur. ⒉ The form / function principle: make form and function relationship transparent. ⒊ The task dependency principle ( 任务链 ) : In this way, a series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enable the learner to reach higher and higher.

84. The potential constraints of TBLT It may not be effective for presenting new language items or appropriate for those contexts where language exposure is not sufficient and class time is limited. Time. It would take a lot of time for teachers to prepare task-based activities very carefully. The culture of learning. Some students may find it difficult to adapt to TBLT. The level of difficulty. Students may find task-based learning quite difficult if they do not have enough linguistic resources to handle holistic communication.

85. Conclusions 1.Task-based teaching offers the opportunity for ‘ natural ’ learning inside the classroom. 2.It emphasizes meaning over form but can also cater for learning form. 3.It is intrinsically motivating. 4.It is compatible with a learner-centred educational philosophy but also allows for teacher input and direction. 5.It caters to the development of communicative fluency while not neglecting accuracy. 6.It can be used alongside a more traditional approach.

86. Homework What are the limitations of CLT and TBLT under the Chinese foreign language teaching setting?