PPP AND TBL课件

PPP教学法和 TBLT任务型教学法的比较与对比探究1.引言在当今语言学习与教学领域，任务型教学(TBLT)已经成为讨论最广泛的方法之一，被该领域众多学者认为是交流语言教学(CLT)方法的有力版本(Ellis，2003；Nunan，2004)。

然而，虽然TBLT是外语教学的推荐方法，它并没有充分引入到课堂实践中。

演示-实践-产出(PPP)在语言教学方面有较长的历史，但最近的研究相对较少。

虽然PPP在激励机制方面似乎不如TBLT，但教师往往不确定TBLT的效果。

本文将试图比较和对比TBLT和PPP两种教学法。

2.PPP与TBLT从20世纪60年代开始，PPP作为一种有效的教学法被推荐给语言教师。

该领域的许多学者，如Byrne（1986）探索了PPP的实施步骤。

首先，老师提出新的语言项目；然后学习者重复练习；最后学生自己产出语言表达。

Byrne还指出，顺序不必严格遵循，根据学生的水平、需求和教学材料，也可以从产出到演示再到实践。

Richards和Rodgers对TBLT的定义如下：“基于任务作为语言教学规划和教学核心单元的方法（Richards&Rodgers，2001，p.223）”。

它被视为交际语言教学的新发展，因为它建立在许多原则之上，比如，TBLT涉及真正交流的活动，对语言学习至关重要。

任务的目标通常与现实世界中语言使用的特定领域有关，即学术、专业、社会、商业、技能。

更具体地说，一些任务是为了发展参与学术学习所需的技能。

一些任务试图帮助学习者用目标语言进行社会交流。

除了上述列出之外，某些任务的目标是帮助学习者能够阅读目标文化的文献。

TBLT中的输入数据是学习者在任务开始时所面对的初始文本（口语或书面文本）、指令、图表、地图、图片。

难度是根据文本类型和文本结构进行分级的。

活动或程序是学习者必须完成的实际任务。

重要方面包括信息的分发，如群体中有多少成员能够获得关键知识；信息交换是任务的核心；是关注机构互动或社会互动的任务。

The differences between PPP and TBLTFirst, we should realize the definitions of 3P and TBLT.1、PPPIt contains Presentation, Practice and Production (PPP). The teacher first introduces a new language item in a context directly, explains the meaning and form of this new language point. Then, some controlled practice would follow. The last stage is production. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, etc.2、Task-based teachingAs the definition of a task, there are different definitions given by different scholars.For example, drawing a map while listening to a tape, listening to an instruction andperforming a command, may be referred to as tasks. Willis divided strictly the model of task-based approach into three stages: pre-task, task cycle and language3、Differences between TBL and PPPTask-based teaching and PPP teaching are subsidiaries of communicative approach. Take-based teaching is a representative of strong version, while PPP is advocating weak version of communicative approach. The differences between these two approaches lie in many perspectives:（1）TBL can provide a context for grammar teaching and form-focused activities.PPP is different in this aspect.（2）The role of teachers and students in classroomTask-based teaching is a student centered approach. Teachers help learners with language practice in a created context, and encourage them to think by themselves, cultivate their ability of study strategies. While PPP is a teacher centered approach.Teachers will determine the content of the class. They impart knowledge actively; learners just accept the content in a passive way.（3）The contents of teaching.The view of language in task-based teaching is holistic communication. And teaching contents are all kinds of activities in order to accomplishing tasks. There is a great variability between input and output. While in PPP, in the first stage, teachers present single 'new' items. Learners acquire single language items and not in a whole process. Then in the second stage, teachers give drills, exercises and dialogues in a serious controlled way. They control the input and output to insure they are identical.（4）The procedures and context of the learning.In a task framework, the context is already established by the task itself. During the task-based language analysis stage, learners are free to ask about any aspects of language they notice. All four skills-listening, speaking, reading and writing-are naturally integrated.But, in a PPP cycle, with the presentation of the target language coming first, this context has to be invented. The process of consciousness raising is simply to repeat, manipulate and apply.4、ConclusionIn task -based language teaching, it is important to have a balance between the focus on holistic communication and the focus on form. While in PPP , it is important to pay attention to the communication of language, not only to produce forms in isolation. In a conclusion, we should not deny either of them; instead, we had better combine their reasonable points, to develop the PPP approach and make task -based teaching adapt to teaching English as a foreign language situation. PPP Presentation Of single ‘new’ item Practice Of new item:drills,execises,dialogue practice ProductionActivity, role play or task toencourage’free’ use of language TBLPre -taskIntroduction to topic and task Task cycle Task Planning ReportStudents hear task recording or readTextLanguage focus Analysis and practice:Review and repeat task InstructionUseInstruction(as needed)Use (planned) Exposure ExposureExposure (planned)Exposure Exposure Instruction Use (restricted) Use (spontaneous)ExposureExposure Instruction Instruction Use (restricted) Use (free of partly restricted) Exposure (restricted)Exposure (restricted)Exposure。