An Alternative Framework for Task-based Instruction: Core/Peripheral TaskMariko BokuKinki University, Japan
International Conference on Task-based Language TeachingAt Kathrieke Universiteit Leuven, Belgium22nd September, 2005
I. Purpose of This Study
* Raise a question of usefulness concerning current task framework.
* An alternative framework of task-based instruction will be proposed with examples.
1. Applicable to ESL
Applicable to ESL/EFL
2. Task-in-process
task-as-workplan
Outline of the Presentation
I. Purpose of this study
II. Definition of Task
III. Previous Studies
IV. Problems of Three-phased Task
V. Theoretical Background
VI. A Proposal of Core/peripheral TaskVII. Examples (1. knowledge-construction task
2. language- activating/fluency-stretching tasks)
VIII. Conclusion
II. Definition of the Task
* Long (1985)
* Prabhu (1987)
* Nunan (1989)
* Willis (1996)
* Bygate, Skehan & Swain (2001)
* Skehan (1998)
III. Previous Studies
* Ellis (2003)
1. strategic (off-line) planning
2. on-line planning
* Willis (1996, 2004)
1. Task cycle (i.e., during-task)
2. Language focus (i.e., post-task)
III. Previous Studies (cont.1)
* Pre-task focus on form increases learner dependency on teacher
Willis (2003)
* dubious acquisition under the excessive focus on form Skehan (1998 )
Figure 1 General task phase
PRE DURING POST
planning (strategic) (planning: on-line) learner report
framing the activity time pressure repeat the task
Consciousness-raising
Willis’s task phase (adapted from Willis, 1996)
PRE TASK CYCLE LANGUAGE
FOCUSintroduction to topic task + planning+ report analysis + practice
& task
IV. Problems of Three-phased Task
A. Universal problems 1. Deficiency of authentic environment 2. Superfluity: teachers’ roles not clear 3. Whose task? 4. Learner type
IV. Problems of Three-phased Task (cont.1)
B. Culture specific problems (EFL) 1. learners’ interdependence 2. educational background 3. teachers’ predisposition
V. Theoretical Background
A. Cognitive perspective
Level of processing theory
(Craik & Lockhart, 1972)
V. Theoretical Background (cont.1)
B. Socio-psychological perspective
1. Zone of proximal development (Vigotsky, 1978) 2. Three levels of analysis: individual, inter-individual and group levels (Semin, 2003) 3. Social identity theory
(Hogg and Abrams, 1988)
VI. Core/Peripheral Task
A. Structure: Two-phased task
1. Core task: learner-centered
2. Peripheral task: teacher-fronted
VI. Core/Peripheral Task (cont. 1)
B. Function Core task: *no strategic planning *communication strategies *report to the audience *constant change of partners and group members *core task repetition in the following class
IV. Core/peripheral Task (cont.2)
B. Function
Peripheral task
1. teacher’s debriefing
2. learners’ retrospective narrative
3. peripheral task = planning for
upcoming repeated core task
IV. Core/peripheral Task (cont. 3)
C. Advantages
1. compatibility of learner, teacher, and researcher 2. flexible class length/materials 3. authenticity-oriented 4. applicability to any learners 5. device to stop fossilization
VII. Examples
A. Knowledge-construction task
(Samuda, 2001)
*Example
Story-telling activity (Boku, 1998)
VII. Examples (cont.1)
B. Language-activating/
fluency-stretching tasks
(Samuda, 2001)
*Example
Dice talk
VIII. Conclusion
Core/peripheral task can resolve the issues of 1. superfluous process 2. learner interdependence 3. role of the teacher 4. balance of focus on meaning and form 5. applicability for EFL situation
VIII. Conclusion (cont.1)
1. Emphasis on learner-centeredness in terms of 1. the framework 2. objectives 3. what and how to focus in an authentic environment
2. Possible research data collection (e.g., independent evaluation test etc.)
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Appendix 1 (Story-telling activity) (Boku, 1998:55)
John went to buy some (1. shorts 2. shirts) the other day. But first he had to (1. walk 2. work) for several hours. After he bought them, he found a nice calendar with a picture of beautiful (1. glass 2. grass).
On his way home, he met (1. Don 2. Dawn).
They went to a coffee shop and talked about the
(1. sheep 2. ship) which they had to paint for an assignment.
Appendix 2 (Dice talk) Sample topics for ‘Dice Talk’
Favorite movie/sports/musicThe funniest experience I’ve ever hadIf I were a millionaire....Future dreamMy childhoodHow I spend my free timeThe place I want to visitIf I were a president of U.S.A, I wouldI agree/disagree with woman working after marriage becauseI agree/disagree with man taking child care holiday becauseI feel happy when I......10 years later I....
Worksheet for ‘Dice talk’
What made you feel it most difficult to talk in the first group?What was your assigned topic? Did you ask a few questions to your group members? Yes No (Why/not?)Did you feel it easier to talk to your 2nd group members? Yes No (Why/not?)Do you think that difference of the topic influenced you how well you talked?
Yes No (Why/not?)
Did you notice any grammatical mistakes when you were making 3 minutes speeches? Yes (What kind of mistakes? ) No
Did you use Reflexive pronoun or Subjunctive mood in your speech? Yes No
What kind of characteristics did you find in your group members’ speeches? (pronunciation, grammar, eye contact, communication strategies and so on)
What did you find most important to communication with your partner?Did you talk more when you talked with your partner than when you were in the group?
Yes No (Why/not? )