16. Task-based Language Teaching (TBLT)
• 背景: The Interaction Hypothesis (M. H. Long), The Output Hypothesis
(M. Swain)
• 意味を伝え合おうとする双方向の努力(意味交渉)
• →学習者に大量のインプットや，相手からのフィードバッ
ク，アウトプットする機会など
• →習得の促進
• 問題点: 語彙項目を並べるだけでの方略的解決→文法能力の伸張に
つながらない可能性
17. Task-based Language Teaching (TBLT)
• グループ活動，ペアワークの積極的活用
• タスクのタイプ: Rapport-building, planning, completing,
problem-solving, debates
• 「ギャップ」（gaps）の利用:
• Information: 例. Spot the difference
• Opinions: 例. 相談にアドバイス
• Imagination: 例. My Dream School
18. Task-based Language Teaching (TBLT)
• 例１：Calling Card Exchange (名刺交換会)Group Activity: Calling Card Exchange
1st time: This is Me
(e.g.) Hi! Nice to meet you. I am Micky. My home town is Asahikawa in Hokkaido. It is famous
for Asahiyama Zoo. My color is green, because I am always quiet and peaceful. My animal
is ostrich. Do you know ostrich? It is the biggest bird with a long neck and runs very fast.
2) Your self-portrait
Micky
Asahikawa
3) Where is your home
town and how is it like?
Green
4) What color
are you like?
5) What animal
are you like?
6) What are
you very
interested in?
Ostrich
Snow-
boarding
1) How do you
want to be called?
19. Task-based Language Teaching (TBLT)
Who did what?
• Work with a partner. Write one true sentence
about each person—Peter, Mary, and John.
• Record your talking during the task.
• Can you explain to another pair how you did
the puzzle?
20. Task-based Language Teaching (TBLT)
Who did what?
• Peter, Mary, and John all went away last weekend.
One of them went to Birmingham, one to
Manchester, and one to London. One of them went
to the theater, one went to see a relative, and one
went to buy a computer.
• Two clues to help you:
• one of them went to London to visit her mother
• John bought a computer, but not in Manchester.
21. Content-based Instruction
• 意味内容の伝達を重視: 第二言語を用いて外国語科目以外
の教科内容，または環境問題などのテーマ・内容の学習を
中心目標として，その過程において目標言語を自然な形で
習得させようとする教授法
• 背景: The Input Hypothesis (S. Krashen)
• 技能統合型: 目標言語による読解，聴解，質疑応答，発
表，討論などの言語活動
22. Content-based Instruction
• Immersion program
• English for Specific Purposes (ESP)
• Theme-based instruction
• Sheltered English program
• Content and Language Integrated Learning
• 生徒に高い英語理解力が求められるため，入門期には適切
とは言えない
