教学法

Shanxi University of Finance and Economics研究生教学法论文考试学院：经贸外语学院题目：Comparative Study on PPP and Task-basedTeaching Method in Foreign LanguageTeaching学号： 102050211014姓名：王芳二〇一一年六月二十八日Comparative Study on PPP and Task-based Teaching Method inForeign Language TeachingWith the development of educational reform, different kinds of teaching methods are emerging in quick succession. As a brand-new teaching idea, task-based teaching method is being paid more attention by educational researchers and educators. But the traditional PPP method still exists in many English teaching classes. Some teachers may wonder what differences there are between 3P and task-based teaching. This paper makes a comparison between these two teaching methods.Task-based teachingTask-based language teaching derives from the Communicative Language Teaching, which starts in the early seventies and evolves through the seventies. Howatt divides the communicative approach into weak version and strong version. At first, task-based learning was just one of the organization principles of the communicative classroom and didn’t from its own complete system. Between 1979 and 1984, in Bangalore of Southern India, N.S. Prabhu who is an advocator of strong version of the communicative approach conducted an experiment called ‘Communicational Teaching Project’, in which he used communicative tasks as central elements to organize his classroom. From then on the idea of task-based teaching began to be formulated. As the definition of a task, there are different definitions given by different scholars. Skehan (1998), following Nunan (1989), Long (1989), and others, proposes that a task is an activity, which satisfies the following criteria: meaning is primary; there is a goal, which needs to be worked towards; the activity is outcome-evaluated; there is a real-world relationship.The Longman Dictionary of Applied Linguistics provides more pedagogically oriented characterization. Here, it is suggested that a task is any activity or action which is carried out as the result of processing or understanding language (i.e., as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command, may be referred to as tasks (Richards, Platt & Weber, 1985: 289).Skehan defines the task-based teaching as: instruction on which learners are given tasks to complete in the classroom makes the assumption that transacting tasks in this way willengage naturalistic acquisitional mechanisms, because underlying interlanguage system to be stretched, and drive development forward (Skehan, 1998: 95). This approach to language teaching is characterized by the following features: (1) an emphasis on learning to communication through interaction in L2; (2) the introduction of authentic text into the learning situation; (3) the provision of opportunities for learners to focus, not only on language, but also on the learning process itself; (4) an enhancement of the learner’s own personal experiences as important contributing elements to classroom learning; (5) an attempt to link classroom language learning with language activation outside the classroom. (Nunan, 1991: 279).Willis divided strictly the model of task-based approach into three stages: pre-task, task cycle and language focus. The first stage is concerned with pre-task activities which have activation of whatever schematic knowledge is likely to make the task more interesting and more authentic. This reflects the way in which tasks have to be about something, to provide a reason for real communication. During the stage, the teacher introduces and defines the topic and the learners engage in activities that either helps them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task. This stage is followed by what Willis calls the "task cycle". Here the learners perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups. They then prepare a report for the whole class on how they did the task and what conclusions they reached. Finally, they present their findings to the class in spoken or written form. The final stage is the language focus stage, during which specific language features from the task and highlighted and worked on. Feedback on the learners’ performance at the reporting stage may also be appropriate at this point.PPP language teachingPPP language teaching derives from the Communicative Language Teaching, which starts in the early seventies and evolves through the seventies. It is weak version of communicative language teaching. A typical PPP lesson would be presentation, practice and production. 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, such asdrilling, repetition, dialogue reading, etc. 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, an interview, etc.PPP is an approach evolved from constructivism. It offers a simplified approach to language learning. PPP is based upon the idea that you can present language in a neat and clear way. And your language develops by adding new forms one lesson to the next. However, simply being able to produce forms in isolation will not help learners acquire the language for communication. Research shows that a wide exposure to language with sufficient opportunities for students to practice using the language in meaningful context is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural (Frost, 2004).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: the assumptions about second language learning, the role of teachers and students in classroom, the contents of teaching, the way the student use and experience the language, the procedures and context of the learning, the way of teaching etc.(1)The assumptions about second language learning.Task-based teaching is an important communicative language teaching approach; its theoretical basis of task-based teaching is cognitive psychology. The view of language in task-based teaching is holistic communication. And it also absorbs the ideas of social constructivism and results of second language acquisition research. Learners in second language acquisition process is continuously formed on hypothesis of the target language, test hypothesis, revised assumptions, in order to improve the interlanguage system, and move close to the target language system. However, the assumption of PPP is a logical relationship among the three stages. Teachers explain separated language knowledge and skills—some single items, then give controlled drills to learners so that they can use what they have learned in their own language system. In brief, the language can beacquired through practice and application.(2)The role of teachers and students in classroomTask-based teaching is a student centered approach. Teachers are instructors, organizers, directors, advisors and partners. They help learners with language practice in a created context, and encourage them to think by themselves, cultivate their ability of studystrategies. 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 way the student use and experience the languageIn task-based teaching task supplies a genuine need to use a language to communicate, and the other components follow on naturally from the task. In pre-task, the teacher introduces a topic and task; in task cycle, learners use the task and plan, and then do a report. In language focus includes two steps: analysis and practice review and repeat the task. All three components (task, planning and report) are genuine free of language control and learners rely on their own linguistic resources. In all three componentslanguage is used for a genuine purpose, there are outcomes to achieve for the task and the purpose of the drafting, rehearsal and practice at the planning stage is to helplearners adjust their language for the report stage. The report allows a free exchange of ideas, summarizing learners’ achievements. The planning stage encourages learners to consider appropriateness and accuracy of language, rather than the production of asingle form. There is a need to strive for accuracy as learners prepare to ‘go public’ for the report stage; it is not a question of either accuracy or fluency at any one point in the cycle. While in PPP process, some single items, like words, sentences, or phraseswould be given in presentation. During practice these new items need to be repeated in drills, exercises, and dialogues. These activities are all controlled by teachers; theoutput must be set up by the teaching objectives. In production, there are activities of role play or task to encourage ‘free’ use of language. The use of language in fact is not free; learners can not say things not related to the new items. Production is a process of consolidation that learners can strengthen the language forms. (Willis, 1996: 136-137) (4)The contents of teaching.The view of language in task-based teaching is holistic communication. It stressesholistic and realistic input and output and the focus is on the learners’ learning, rather than on a set of discrete language knowledge. 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. (Willis, 1996: 136-137)(5)The procedures and context of the learning.In a task framework, the context is already established by the task itself. By the time learners reach the language focus phase, the language is already familiar. The process of consciousness raising in the task-based language focus activities encourages students to think and analyze. The exposure in the task-based framework will include a whole range of words, collocations, lexical phrase and patterns in addition to language formspre-selected for focus. 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 ofconsciousness raising is simply to repeat, manipulate and apply. In a PPP cycle,examples are made up to illustrate a single language item. It is the teacher whopre-selects the language to be taught. PPP only provides a paradigm for grammar and form-focused lessons; it leads from accuracy to fluency.(6)The way of teachingTask-based teaching mainly adopts inductive methods. Teachers don’t explain grammar rules. Learners know language, use language during the process of completing tasks.Then they find problems and find rules by themselves. In the end, they induct theknowledge of what had been learned and then have a sense of success. PPP teaching uses deductive approaches. Teachers show grammar items to learners directly byexplaining and analyzing. Learners need to repeat, practice. Learners do not participate learning process actively.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. Through comparing the different perspectives of task-based teaching and PPP approach, we have known that there are advantages and disadvantages of in both of them. A method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. In a conclusion, we should not deny either of them; instead, we had better combine their reasonable points, to develop the PPP approach and maketask-based teaching adapt to teaching English as a foreign language situation.BibliographyCandling, C. (1987) ‘Towards task-based language learning’ in C. Candlin and D. Murphy (eds.): Language Learning Tasks. London: Prentice Hall. 5-22Howatt, A. P. R. (1984). A History of English Language Teaching. Oxford University Press.Long, M. H. &, Crookes, G. (1992). Three Approaches to Task-based Syllabus Design. TESOL Quarterly, Vol. 26(1).Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press.Prabhu, N.S. (1987). Second Language Pedagogy. Oxford University Press. Williams, M, Burden R L. (2003) Psychology for Language Teaching, 北京：外语教学与研究出版社，2003；42-44胡春洞，王才仁，（1996），英语教学交际法，广西教育出版社。