Gaining Proficiency through Task-based Activities in the Portuguese Classroom (Beginning and Intermediate Year Case Studies)
Gaining Proficiency through Task-based Activities in the Portuguese Classroom (Beginning and Intermediate Year Case Studies)
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通过葡萄牙语课堂中基于任务的活动提高熟练程度（初中和中年级案例研究）
DOI：
10.1353/hpn.2015.0054
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发表时间：
2015
期刊：
影响因子：
0.3
通讯作者：
Rebecca Jones
中科院分区：
文献类型：
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作者：
Rebecca Jones
在课堂上使用孤立的基于任务的活动可以让教师在调整基于任务的活动以满足学生的需求方面有更大的灵活性。由于一年级的学生经常难以完成可能需要大量动词时态和特定情景词汇的现实任务，这些基于任务的活动可以被设计为增强词汇习得，并补充当前的语言水平和课堂课程，所有这些活动的目的都是通过完成活动的目标来启动目标语言的自发演讲。在美国军事学院，我们在第一学期到第三学期的葡萄牙语课程中使用这样一种基于任务的活动，我们通常称之为“Professor”（Proficiencias）。一个独立的任务型活动可以是一个有效的工具，在获得外语熟练程度，即使是在最低水平的课堂教学，通过限制范围的任务，以更容易达到的水平。它还可以鼓励附带的词汇习得，增加学生在课堂上的参与度，以及学生在语言学习过程中的责任感。“Professor”被设计成一套任务，分为单元，目的是填补词汇和其他知识的差距，在语言学习在前几个学期。每个单元包含10个任务。这些任务是多种多样的，因为最终目标是让学生准备好面对现实生活中的各种任务可能发生在一个单一的社交会话（如社交聚会上的对话）。每个单元的任务也被限制在10个，以免在到达检查点之前有太多的任务要完成，使语言学习者不堪重负。最后，任务的选择反映了无数的用途：一些可以与课程相关联，另一些可以回收以前的信息。每节课的任务不需要相同，尽管连续性确实有其优点。这种灵活性使我们能够将任务与教科书中的特定课程相匹配，如果我们选择这样做，就会减少“忙碌工作”的印象。这种灵活性还允许我们改变“任务”的难度，以鼓励较弱的学生在完成任务时感到有能力，但仍然能够挑战较强的学生。我们在“Professor”中混合了内隐和外显的知识任务，这使得活动对学生和教师都是一个挑战，特别是在评估方面。由于“Professor”活动也是作为分析任务（可以由学生单独完成）和整体任务（需要通过与其他学生的互动完成）的混合过程创建的，最终结果最终集中在能够通过整体方法进行评估的明确知识上。要求学生在活动中发挥领导作用，指导任务并批准成功完成目标。通过为学生提供具有特定目标的不同任务，语言学习者不断地参与各种想法，概念，词汇和思维模式;本质上，在现实生活中每天都在使用语言。
The use of isolated task-based activities in the classroom can allow for greater flexibility on the part of the teacher in aligning the task-based activity to the needs of their students. As first-year students often have difficulty with real-world tasks that may require a multitude of verb tenses and situation-specific vocabulary, these task-based activities can be designed to enhance vocabulary acquisition and to complement the current language level and classroom lesson at hand, all with the aim of initiating spontaneous speech in the target language by completing the objective of the activity. At the United States Military Academy, we use one such task-based activity in our first- through third-semester Portuguese language sequence, which we rather generically call the “Proficiencies” (Proficiencias). A stand-alone task-based activity can be an effective tool in gaining foreign-language proficiency at even the lowest levels of classroom instruction by limiting the scope of the task to a more attainable level. It can also encourage incidental vocabulary acquisition, increased student engagement in the classroom, and greater student responsibility in their language-learning process. The “Proficiencies” were designed to be a set of tasks, divided into units, with the objectives of filling in vocabulary and other gaps of knowledge in the language learned in previous semesters. Each unit contains ten tasks. These tasks were varied, as the ultimate objective was to prepare students to encounter a real-life situation where various tasks may occur in one single social session (such as a conversation at a social gathering). The tasks were also limited to ten per unit, so as not to overwhelm the language-learner with too many tasks to complete before they reach the checkpoint. Finally, the tasks were chosen to reflect a myriad of uses: some can be keyed to the lesson and others can recycle previous information. The tasks do not need to be the same for every lesson, although continuity does have its advantages. This flexibility allowed us to match the tasks to particular lessons of the textbook, lessening the impression of “busy work,” if we so choose. This flexibility also allowed us to vary the level of difficulty of the “tasks,” to encourage weaker students to feel empowered with the completion of a task and yet still be able to challenge the stronger students. We blended implicit and explicit knowledge tasks within the “Proficiencies,” which made the activity a challenge for both students and instructors, especially in terms of assessment. As the “Proficiencies” activity was also created as an intermingled process of analytical tasks (which can be completed by the student alone) as well as holistic tasks (which needed to be completed through interaction with other students), the end result was ultimately focused on explicit knowledge capable of being assessed through holistic means. Students were required to take a leadership role in the activity, by directing the tasks and approving the successful completion of the objectives. By giving the students different tasks with specific objectives, the language learners are constantly engaging with a variety of ideas, concepts, vocabulary words and thought patterns; in essence, approximating language use on a daily basis in real-life situations.