Oral interpersonal communication tasks engage students for the purpose of exchanging information and ideas, 满足某人的需要, and expressing and supporting opinions through speaking and 听 or signing with others.

什么?

Oral interpersonal communication tasks engage students for the purpose of exchanging information and ideas, 满足某人的需要, and expressing and supporting opinions through speaking and 听 or signing with others. The scope of these tasks will vary according to the level of students’ skills as activities may alternate between performance and proficiency-based任务.

在人际交往中, the learner both creates and conveys meaning through verbal and nonverbal communication while understanding and being understood by others.
Well-structured interpersonal communication tasks engage learners cognitively and encourage linguistic risk-taking.
基于绩效的任务 may elicit a response from students at a higher level of proficiency than proficiency-based任务 due to the nature of re听到sed questions and responses as opposed to unique and personal, 有机语言.

为什么?

口语交流是语言学习的核心. It is the vehicle through which learners build relationships and develop intercultural competence. 通过口头完成人际交往任务, learners engage with language in a low-stakes environment in preparation for real-life interactions. These tasks increase learners’ ability to interact socially in any language. Oral interpersonal communication tasks engage learners in rigorous, authentic and meaningful scenarios that allow students to connect their personal experiences to those of the target culture.

如何?

作为逆向设计过程的一部分, the teacher begins by identifying proficiency goals and/or the intended learning outcomes. Oral communication tasks are then created at the students’ current proficiency levels and are designed specifically to promote growth over time toward the next proficiency level. 教师应设计各种任务，包括结对, small group and whole class tasks that simulate authentic interactions and incorporate elements of language and culture. 这些任务:

rely on natural language functions, such as requesting information or expressing preferences
强调意义的构建，少关注准确性
are rooted in the intended proficiency outcomes of the learners
align with learners’ desires to communicate in social and professional contexts
address gestures and other nonverbal nuances of language that combine with oral communication to convey meaning
出现在任何主题单元的贯穿和结尾
are used for more open-ended assessment that is evaluated holistically through the lens of proficiency based on comprehension (what the learner understands) and comprehensibility (how well the learner is understood).

Oral interpersonal communication tasks promote personalized learning as the teacher relates tasks directly to the students’ interests as well as current and prior experiences to make language learning more meaningful and authentic.

了解更多指导原则

语言学习应该是任何课程的核心部分. 原因如下:

开场白

ACTFL致力于提供愿景, 领导, and support for quality teaching and learning to prepare the next generation of global citizens.

语言学习的好处

We believe that all students should learn or maintain at least one world language in addition to English. Therefore, language learning should be a central part of any curriculum.

语言学习中的读写能力

Contemporary definitions of literacy include more than basic 读ing, 写作, 听, 和口语, adding the purposeful uses of these skills in today’s media- and information-rich environment.

语言学习中的铰接序列

In order for learners to achieve the highest level of proficiency possible, 长时间的连续研究是必要的.

逆向设计方案

Backward design is one of the core practices for effective language instruction that relies on thinking purposefully about teaching and learning.

促进目标语言的使用

目的语的使用是指学习者所说的一切, 读, 听到, 写, and view – production and reception of language on the part of learners, 教育工作者, 和材料.

使用真实的文本

Interactive 读ing and 听 comprehension tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation.

将语法作为语境中的概念来教授

Grammar should be addressed within meaningful communicative contexts as one element of language proficiency.

提供有效的反馈

The role of feedback for learners is critical in advancing language proficiency. Feedback should be provided in multiple forms including formative, summative and self-assessment.

按主题划分的资源

设计交际任务

什么?

为什么?

如何?

了解更多指导原则

进一步的阅读