task based instruction
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Week 10: Kang, Nam- Joon. Task based instruction. WHAT IS TASK. SELECT ONE TASK AND EXPLAIN WHY IT IS A TASK. Lists of content. What is task? Problems and assumptions in task-based learning. Cognitive approaches to language learning (Brief) Goals in task-based instruction - PowerPoint PPT PresentationTRANSCRIPT
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TASK BASED INSTRUCTIONWeek 10: Kang, Nam-Joon
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WHAT IS TASK
SELECT ONE TASK AND EXPLAIN WHY IT IS A TASK.
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Lists of content
What is task? Problems and assumptions in task-
based learning. Cognitive approaches to language
learning (Brief) Goals in task-based instruction Task-based instruction avoiding the
danger
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What is task? In Skehan
Concepts ExplanationMeaning is primary Communication of meaningRelationship to the real world Personal information to be ex-
changed, problem to be solved, Include both in-class and out-class relationship
Task completion has priority With the language learning goal
The assessment of task-perfor-mance and outcome
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Strong and weak TBI
Strong form Weak form•Unit of language teaching•Task is seen as adequate to drive forward language devel-opment through meaningful in-teraction as is in L1 acquisition
•Vital part of language instruc-tion embedding in a more com-plex pedagogic context.•Preceded by focused instruc-tion use of the language do the task focused instruction using points contingently found from task performance. •Very close to general CLT•Only in production activities in PPP sequence
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Others
Names Analysis ExplanationPrabhu (1987)
Reasoning gap tasks
Duff (1986) Divergent and con-vergent
Convergent engage more acquisitional process.
Berwick (1993)
Experiential –exposi-toryDidactic-collaborative
Ylue, Pow-ers, and Macdonald (1992)
Static taskDynamic taskAbstract task
Task difficulty on an empiri-cal basisNarrationOpinion giving
Tarone (1985)
Attention to form has a clear effect on accuracy of per-formance
Foster and Skehan (1993)
Task type and interaction plan
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What is task? In Ellis
Concepts ExplanationMeaning is primary Communication of meaningRelationship to the real world Personal information to be ex-
changed, problem to be solved, Include both in-class and out-class relationship
Task completion has priority With the language learning goal
The assessment of task-perfor-mance and outcome
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Problems and assumptions in TBI Can you think about it according to
Skehan’s perception.
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Meaning primary goal in task Considerable appeal in terms of au-
thenticity and linkage with acquisi-tional accounts
Worry about the exact form.
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Reasons
In communication, the major empha-sis will be on the satisfactoriness of the flow of the conversation, not the correctness, or completeness.
Often being dependent on only par-tial use of form as a clue to meaning.
Communication strategies wouldn’t help.
May result in learning fossilized ex-pression.
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Communication is lexical in nature will be relexicalized (Skehan, 1992)Idiomaticity has been underesti-
mated (Bolinger, 1975)Relies upon familiar memorized ma-
terial (Pawley and Syder, 1983)
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So
We need to have tasks that engage learners to focus on form and at the same time in realistic communitation and as opportunities to trigger ac-quisitional processes.
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COGNITIVE APPROACHES TO LL The rule based
Exemplar based
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WHY? Need two approaches?
Exemplar based
Automaticity Time pressure
Rule based
Exactness or creativ-
ity, analysibil-
ity
Interlan-guage
development
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So We Need Two Ap-proaches?
Form
Com-munica-
tive motiva-
torsTask
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Instance vs Restructuring (Logan 1988; Robinson and Ha, 1993)
• Fluency based• Not on rules • Previous rule applica-
tionsInstance
• Using better algo-rithms
• Like rule based ap-proach
Restructur-ing
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Procefduralization vs in-stance (Logan 1988; Robinson and Ha, 1993)
•Fluency • vs• Rule governed part
Instance
• Interplay between declarative knowl-edge
• And The Fluency.
Proceduraliza-tion
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Need form and function
Exemplar based only• Can become syntactic fos-silization
Rule based only• Lack in noticing gap• Lack in gaining automaticity
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Van Patten (1990, 1994)Task with meaning prior
Attention to form only if it is necessary for
the recovery of meaning.
Form can be at-tended to even if it is not cru-cial for mean-
ing
HappyLearning
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Goals in task based instruc-tion
• Learners’ control of interlanguage com-plexity
Accuracy
• Elaboration of the underlying interlan-guage system
Complexity (restructuring)
• Learner’s capacity to mobilize an interlan-guage system in communication
Fluency
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Why accuracy? Because it could Impair communicative effectiveness, Stigmatize, Fossilize, self-perceived inaccuracy
could be demoralizing to the learner. What is well-known grammar is used,
and what is not is avoided (Schachter)
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Why complexity/restruc-turing? Because it Reflect acquisition having taken
place, will enable a greater degree of acceptance as a speaker of the lan-guage concerned.
Greater communicative efficiency. Express more complex ideas effec-
tively
An interest, helpful input, both ex-plicit and implicit, preparation time.
Needs
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Why fluency? Because it
Help learners to be acceptable as a worthwhile interlocutor (Schmidt, 1983).
Proceduraliza-tion
Lexicaliza-tion
Need
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Three fluency
• Accuracy, precision and complexity of speech
Lack of fluency
• Insufficient proceduralization of language• For the development of an adequate repertoire of ex-
emplars to sustain in a real time communication
Undesirable fluency
• Previous restructuring becomes automatized or• Becomes a exemplar. fluency comes at the right mo-
ment after restructuring has occurred.
Effective fluency
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Effective fluency: Dual mode
Analysis• Restructuring
Synthesis• Fluency lexicalized, au-tomatized
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Avoiding the dangers
HOW?
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Task sequencing
• Syntactic and lexical complexity Code com-plexity
• Cognitive processing on-line computation, actual think through
• Cognitive familiarity ready-made, pre-packaged solutions
Cognitive complexity
• Time pressure Modality• Scale, Stakes• Control
Communica-tive stress
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Factors influencing
Stage Goal Typical techniquesPre-emptive work
Restructuring•Establish target lan-guage•Reduce cognitive load
Consciousness-raising Planning
During Mediate accuracy and fluency
Task ChoicePressure Manipulation
Post 1 Discourage excessive fluencyEncourage accuracy and restructuring
Public PerformanceAnalysis
Post 2 Cycle of synthesis and analysis
Task Sequences (re-peated use of tasks with different reasons)Task Families (use same types of tasks for the same purpose)
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What is task? In Ellis
Concepts ExplanationMeaning is primary Communication of meaningRelationship to the real world Personal information to be ex-
changed, problem to be solved, Include both in-class and out-class relationship
Task completion has priority With the language learning goal
The assessment of task-perfor-mance and outcome
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Ellis
The interaction Hypothesis A cognitive approach to tasks Communicative effectiveness Evaluating the psycholinguistic per-
spective Task from a socio-cultural perspec-
tive
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Communica-tive effec-tiveness
The interac-tion Hypothe-
sis
A cognitive approach to
tasks A socio-cul-tural perspec-
tiveEvaluating the psy-
cholinguistic perspective
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Interactionist
Learners should be provided with comprehensible input through mean-ingful interaction in which they can have meaning negotiation
• Learners should have opportuni-ties for ‘scaffolded’ help during the interaction both in comprehending and in producing language.
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Goal of task?
Communicative effectiveness?
Or
L2 acquisition?
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Willis (1996) eight goals
1. To give learners confidence in trying out whatever lan-guage they know;
2. To give learners experience of spontaneous interaction3. To give learners the chance to benefit from noticing
how others express similar meanings4. To give learners chances for negotiating turns to speak5. To engage learners in using language purposefully and
co-operatively6. To make learners participate in a complete interaction,
not just one-off sentences7. To give learners chances to try out communication
strategies8. To develop learners’ confidence that they can achieve
communicative goals.
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1. To give learners confidence in trying out whatever language they know;
2. To give learners experience of spontaneous interac-tion
3. To give learners chances for negotiating turns to speak
4. To engage learners in using language purposefully and co-operatively
5. To make learners participate in a complete interac-tion, not just one-off sentences
6. To give learners chances to try out communication strategies
7. To develop learners’ confidence that they can achieve communicative goals.
1. To give learners the chance to bene-fit from noticing how others express similar meanings
L2 acquisition
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So following Skehan, El-lis
Communicative ef -fectiveness
FunctionAccuracy
Language acquisi-tionForm
Fluency
Socio-cultural the-ory
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Then we need
Planning and mak-ing decision (either plan or improvisa-
tion)
Recognition of propensity of tasks
?Skehan?
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Then, we need different kinds of tasks (in Bygate, 1999) Target different features of language
(20 question) Different tasks systematically affect
the way language is processed. The teachers’ use of different tasks
contribute to language development. varying focus through task repeti-
tion.pre-and post- task phases for inte-
grating fluency and accuracy.
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THANKS
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Homework
Analyze three tasks that you use in your own context on the basis of task types.
Try to assume how much does the lesson would lead interlanguage de-velopment.
Readings.