on both the result and process. It provides students with the chances for both language that they are learning and the learning process;
on personal experience. Students' own experience and feeling about learning language can promote the effectiveness of class;
principles. It aims to connect the in-class learning and out-class one. Advantages of TBLT
Exposure to rich but comprehensible input of real language, ie the kind of language that learners will be needing or wishing to understand and use themselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task. This input is not confined to sentence level examples, but consists of real, often spontaneous language use.
Opportunities for real use of language---chances for learners to experiment and test hypothesis, to mean what they say and
express what they mean in a variety of circumstances. TBLT framework gives students opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives students the confidence and support they need before they actually perform in public.
Motivation to listen and read, ie to process the exposure for meaning; and also to use the language , to speak and write. Focus on language--- Report and Analysis phase Similarities between CLT and TBLT 1. Design Principles Communication Principle The Authenticity Principle Learning by Doing Principle 2. Teaching Forms
role play and group discussion Differences between CLT and TBLT
CLT pays more attention to the process of communication. It
has not a certain purpose and the result of it is not important. However, TBLT stresses on purpose and result. A task must have a clear purpose.
英语教学法教程(第二版)Unit2要点
