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Mediation Theory and TBLT 中介理论和任务型语言教学

Mediation Theory and TBLT 中介理论和任务型语言教学. 罗少茜 北京师范大学外语系 sheilabj99@yahoo.com. Agenda. Humanistic approach Mediation theory Task-based language teaching and learning Comprehension knowledge TBLT dimensions Three generations of tasks Task-based approach teaching cycle.

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Mediation Theory and TBLT 中介理论和任务型语言教学

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  1. Mediation Theory and TBLT中介理论和任务型语言教学 罗少茜 北京师范大学外语系 sheilabj99@yahoo.com

  2. Agenda • Humanistic approach • Mediation theory • Task-based language teaching and learning • Comprehension knowledge • TBLT dimensions • Three generations of tasks • Task-based approach teaching cycle

  3. Humanistic language teaching • Humanistic principles of education: Emphasize the achievement of students’ full potential for growth by acknowledging the importance of the affective dimension in learning as well as the cognitive dimension. • Encourage learners to recognize their feelings and put them to use by caring for and sharing with others, thereby increasing their own self-esteem and their motivation to learn. (Ellis)

  4. - respect for authority of teachers - teachers should not be questioned - positive value placed on silence - emphasis on group orientation to learning (Flowerdrew, 1995:14) - teachers valued as guide and facilitator - teachers are opened to challenge - positive value placed on self-expression of ideas - emphasis on individual development Traditional Task-based

  5. 自我概念 • W-A-Y (Who Are You) • 20 Sentences: • I am a girl. • I’m 14. • I’m from Beijing. • …

  6. Questions: • think of some course that you took as a student: were you having some problems in understanding the material? • how did you overcome the difficulties and make it easier to learn? What strategies did you use? • identify the course: what made that course difficult? Which part? • what was the challenge?

  7. A social constructivist model of the teaching-learning process • Teachers • Learners • Tasks • Contexts

  8. 12种中介特征 适用于所有学习情境： 1 重要性 Significance 2 超越当前的目的 Purpose beyond the here and now 3 让对方明白意图 Shared intention

  9. Questions to consider • What are my reasons for selecting a particular activity for my students? • What significance (or value)does that activity hold for these students personally or in a wider cultural sense? • How might the activity lead to learning that will be useful to the students in the future? • How can I introduce the activity to the students in a manner that conveys clearly what I want them to do and why? • How can I ensure that the students are ready, willing and able to attempt the task?

  10. 学会学习的自我控制 4 胜任感 A sense of competence 5 对自己行为的控制 Control of own behavior 6 确立目标 Goal-setting 7 挑战使学生需要挑战、寻求挑战 Challenge 8 认识变化 Awareness of change 9 相信积极的结果 A belief in positive outcomes

  11. Long-term goals by the end of this course/term I want to my plan to achieve this is • Short-term goals this week I shall

  12. Activity ---- what I learned ---- how I performed ---- difficulties I still have

  13. 促进学生的社会化发展 • 共享 Sharing • 个性 Individuality • 归属感 A sense of belonging （Feuerstein, 1991)

  14. Theme-centered interaction Theme • I We (Legutke and Thomas 1991)

  15. Purpose: based on needs Content: knowledge & skills Use: use of the knowledge and skills --ability Assessment Task-based Language Teaching & Learning

  16. Task-based Language Teaching & Learning Nunan (1993) Meaning Involvement of learners' participation Willis (1996) An outcome and a final product Skehan (1998) A problem to solve Related with real-world

  17. Comprehension strategies • Three main sources of knowledge: • Schematic knowledge background knowledge --- factual --- sociocultural procedural knowledge --- how knowledge is used in discourse

  18. Comprehension Strategies • Contextual knowledge knowledge of situation ---physical setting, participants, etc. knowledge of co-text --- what has been, will be said • Systemic knowledge syntactic, semantic, morphological (Andersen and Lynch, 1988:13)

  19. Four dimensions of teaching and learning tasks represented by the “four eyes” • involvement 参与 • inquiry 探究 • induction 归纳 • incorporation 合作

  20. Three generations of tasks(Littlewood, 2004; Ribe & Vidal, 1993) • First generation tasks: to develop students’ communicative ability in specific type of situation or area of language. (e.g. information gap.) • Problem-solving: the students have a map of Beijing with bus and subway routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)

  21. Second Generation Tasks • Pose challenges of a broader nature. To develop not only communication skills but also general cognitive strategies of handling and organising information. E.g. • Analysing what info. needed in order to complete the task -- Deciding on procedures -- Collecting information –Selecting relevant data – Presenting data in a organised way – analysing processand results

  22. Third Generation Tasks • The scope widens further: communicative skills + cognitive strategies + global personality development (students’ personality through the experience of learning a foreign language). • Designing an alternative world: brainstorm aspects of environment –identify the needed language and information –carry out individual and group research – discuss and decide the ways to change –present the topic and evaluate the activity.

  23. The task-based approach teaching cycle: • Task-selection • Task-setting • Task-monitoring • Task-checking

  24. Tasks in which the students in the classroom interact • There is a tangible end product: • posters, letters to pen-friends, pool information on everybody’s birthdays and produce a poster to be kept in the classroom. • Make a plan for a school outing and carry out plans and go on an outing. • Carry out a class survey on ‘who does the housework at home?’

  25. A Task • A setting • A problem • Problem-solveing • Evaluation

  26. An unforgettable event • Student A Tell your partner an unforgettable even in your life. Describe in detail.

  27. An unforgettable event • Student B • Listen to your partner tell you about the unforgettable experience in his/her life. Draw a picture to show what happened to your partner. Show him/her your picture when youhave finished it.

  28. Summary Effective performance assessment always has: - a clear purpose in mind • a suitable learning environment • involve student behaviors that can be easily observed and evaluated • meaningful tasks • assessment tools that are practical, reliable, and valid

  29. 现代外语教学理念 • 不仅仅传授技巧，而是提供思想和方法； • 不是提供对问题的现成答案，而是告诉你各种理论观点和看法； • 不是要知道一篇课文如何来教，而是要知道如何进行创造性思维； • 不是培训教书匠；而是培训善于思考的教师和研究者。

  30. Tell me, I forget it; • Teach me, I remember it; (short term memory) • Involve me, I learn it. (long term memory)

  31. Thank you!

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