Bridging Cultures 跨文化口语教程

English Speaking: a task-based approach

Why Bridging Cultures?

Students’ needs - a globalized job market - Internationalized studies - Survival skills - Cross-cultural communication (more and more lao wai in China)

What we can offer them? - From communicative confidence to communicative competence

Bridging Cultures

(Foreign Language Teaching and Research Press, 2005)

Inspired by real-life experience

Communicative confidence

Communication in context

An important part of fostering internationalized talent

- Awareness of other cultures - Understanding of one’s own culture

Why task-based?

To create an effective learning environment in the classroom, we need to provide three essential conditions: the provision of exposure to the target language; the provision of opportunities for learners to use the target language for real communication; and the promotion of motivation for learners to engage in the learning process. (Willis, 1996)

Defining tasks

Ellis (2003)A task is a work plan that requires learners to process language

pragmatically in order to achieve an outcome that can be evaluated in terms of the correct or appropriate content that has been conveyed. To this end, it requires them to give primary attention to meaning and to make use of their own linguistic resources… A task is intended to result in language use that bears some resemblance, direct or indirect, to the way language is used in the real world. Like other language activities, a task can engage productive or receptive, and oral or written skills, and also various cognitive processes.

Principles of a task-based approach

Form and meaning 形式和意义结合原则

Authenticity 真实性原则

Recycling 循环性原则

Task dependency 任务依赖原则

Learning by doing 在做中学原则

Scaffolding 扶助性原则

Difference between tasks and exercises

What distinguishes a task from an exercise is the kind of meaning involved.

Whereas a task is concerned with ‘pragmatic meaning’, i.e. the use of language in context, an exercise is concerned with ‘semantic meaning’, i.e. the systemic meanings that specific forms can convey irrespective of context. Thus, a ‘task’ requires the participants to function primarily as ‘language users’ in the sense that they must employ the same kinds of communicative processes as those involved in real-world activities. (Ellis, 2003)

Differences between “exercise” and “task” (Ellis, 2000)

Exercise

linguistic form and semantic meaning

Manifestation of code knowledge

Internalization of linguistic skills serves as an investment for future use.

Task

Pragmatic meaning to achieve communicative goals / objectives

Achievement of communicative goal

Direct relationship between task activities and natural communicative activity

Tasks – processes

Pre-task activities – building schemata （认知图式） : Warming Up (brainstorming: open-ended questions)

Bridging Cultures, p1 1. Do you have plans to continue studying for your master’s degree? Why (or why no

t)?2. Do you want to study abroad? Why (or why not)?3. Have you ever been on any job interviews? If yes, please list in the table below the major questions you are asked in the interview.If not, what do you think would be the major questions asked in the job interview? Plea

se list them in the table below.4. What should you do to leave a good impression on your interviewer in a job intervie

w? Why? What you should not do? Why not?

Schemata

According to Reber and Reber's (2001) definition, schema is a plan, a structure, a framework, and a program.

schemas (schemata) are mental plans that are abstract and that they function as guides for action, as structure for interpreting information, as frameworks for solving problems

How to build schemata?

- Cultural knowledge (genre, context, etc.)

- Professional knowledge (vocabulary)

- Textual knowledge (structure and grammar)

Unit 1(Bridging Cultures, P2, p13)

Ming’s email vs. Lily’s emailHi Lily,I just got a call from the Department of Sociology at Columbia U

niversity (cultural knowledge). They called me for an appointment for a telephone interview (professional and textual knowledge). I’m thrilled! You know how much I want to go to Columbia and how hard I’ve tried to make it happen. But I also feel a little worried because I’m afraid of talking English over phone—As an English major, you may not have such worries. Anyway, I’ll do my best and make my dream come true. Wish me good luck! Ming

Students will have some anticipation about what kind of schemata they are going to utilize to accomplish the task (speech act) – a telephone interview

Linguistic and cultural inputauthentic input

Transcript of 3 conversations (P3-6; p14-16)

Cultural notes (p6, p17)

Tasks (dependency)

Activity 1 (recycling ） p8-10; p19-22

Activity 2: role-play p11-12; p22-24

Activity 3: simulation p12; p24-25

A series of task in a lesson or unit forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance. (Nunan, 1999)

Scaffolding (building schemata)

Language notes p5

Appendix p26-35 (language usage/ functions)

Technical considerations in teaching

Class size Question: In your own practice, do you have any experience in dealing

with large size classes?

Multi-level students Question: How are you going to inspire quiet students to share their

ideas with others? How to motivate students?

Multi-media Question: How are you going to utilize multi-media in teaching

speaking?

Classroom instruction

Focused instruction – drawing attention to language form – will help learners to improve more rapidly and to continue improving. (Willis, 1996)

Teachers’ role

Tasks remove the teacher domination, and learners get chances to open and close conversations, to interact naturally, to interrupt and challenge, to ask people to do things and to check that they have been done. (Willis, 1996)

Suggestion for conducting activities Establish routines for group work and pair

work. Make sure learners understand the value of group work and pair work; clear, systematic procedures for structuring tasks (collaborative learning)

Monitoring students’ development

Teaching is a process of decision making Teaching is a matter of choice Teaching is adaptation

THANK YOU!

张沂昀南京大学大学外语部 , 210093

chinacathy@yahoo.com

chinacathymagic@gmail.com