task-based language teaching: theoretical concepts
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Task-Based Language Teaching: Theoretical Concepts. Grace Chin-Wen Chien 簡靜雯 [email protected] August 21, 2012. Activity 1: Clock Partners. Introduce yourself to your partners: . your name . school and grade level that you teach . highlight of your summer vacation. - PowerPoint PPT PresentationTRANSCRIPT
Task-Based Language Teaching:Theoretical Concepts
Grace Chin-Wen Chien 簡靜雯[email protected]
August 21, 2012
Activity 1: Clock Partners
Introduce yourself to your partners: . your name. school and grade level that you teach. highlight of your summer vacation
Activity 1: Clock Partners
_______ _______ ________ _________
Objectives
1. I can get to know my colleagues and help develop a safe learning environment2. I can identify the key theoretical knowledge of task-based language teaching.3. I will have a list of references on task-based language teaching.
Activity 2: KWLK: What I know W: What I want to know L: What I learned
Task-based language teaching
1. A needs-based approach to content selection2. An emphasis on learning to communicate through interaction in the target language3. The introduction of authentic texts into the learning situation
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
Task-based language teaching
4. The provision of opportunities for learners to focus not only on language but also on the learning process itself5. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning6. The linking of classroom language learning with language use outside the classroom
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
Activity 3: Anticipation Guide
1. Read these three statements. Are they correct or false?2. Talk to your partner and discuss your answer.3. Read the article and find the answers from the article.Mangubhai, F. (2006). What do we know about learning and teaching second languages:
Implications for teaching. The Asian EFL Journal Quarterly, 8(3), 46-68.
Activity 3: Anticipation GuideBefore reading Pair discussion After reading
1. There is an emphasis on learning to communicate through interaction in the target language.
2. Students need both real-world tasks and pedagogical tasks under TBLT.
3. In TBLT, teachers should not teach grammar and forms.
Activity 4: Tasks?
1. Write down your definition of “tasks.”2. Gallery Walk on partners’ definitions of tasks.
Defining Tasks
Long (1985) “a target task”A piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighting a patient, sorting letters, making a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by task is meant the hundred and one things people do in every day life, at work, at play, and in between.
Defining TasksRichards (1986: 289) “a pedagogical task”..an activity or action which is carried out as the result of processing or understanding language. For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative. Since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.
Defining Tasks
Breen (1987:23) “a pedagogical task”Any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. Task is therefore assumed to refer to a range of workplans which have the overall purposes of facilitating language learning-from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision-making.
Defining Tasks
Skehan (1998): five key characteristics of a task1. Meaning is primary2. There is some sort of relationship to comparable real-world activities3. Task completion has some priority4. The assessment of the task is in terms of outcome
Task Types (1). Problem-solving. Decision-making. Information gap. Opinion-gap, opinion exchange. Comprehension-based. Sharing personal experiences, attitudes, and feelings. Narrative. Question-and-answer. Role-play, simulations. Structured and semi-structured dialogues. Reasoning-gap
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.
Task Types (2)
. Picture stories
. Puzzles and games
. Interviews
. Discussions
. Debate
. Everyday functions, e.g. telephone conversations
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.
Willis’ (1996) Task-Based Model
1. Pre-task: introduction to the topic and task2. Task cycle. Task planning. Doing the task. Preparing to report on the task. Presenting the task report3. Language focus- analysis and practice
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.
Stages
Phase Examples of optionsPre-task . Framing the activity
. Planning time
. Doing a similar taskDuring the task
. Time pressure
. Number of participantsPost-task . Learner report
. Consciousness-raising
. Repeat task
Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.
Sample 1: Organizing a welcome dinner
Step 1 Students organize the group of international students around three dinner tables. For example, a student might say: “On table 1, Andrew Smith and Sandra Mogambe sit next to each other, because they both speak Spanish and collect butterflies.”
Step 2 Students listen to new information about the students given to them by their Spanish teachers and if necessary rearrange students at the tables.
Step 3 Students provide some personal information about themselves. Then they choose a student from their own group, who also wants to attend the welcome dinner, and select a table for this student.
Step 4 Now you are going to revise your distribution and write a brief report.
Step 5 A representative from each group presents their report and justifies the group decision.
Step 6 The groups and the teacher compare the results.
Branden, K. V. D., Gorp, K. V., & Verhelst, M. (2007)(Eds.). Tasks in action: Task-based language education from a classroom-based perspective. Newcastle, UK: Cambridge Scholars Press.
Nunan’ (2004) Task-Based Syllabus
Six stages1. Schema building2. Controlled practice embedded in a context3. Authentic receptive skill work4. A focus on form (lexical or grammatical)5. Free practice6. The task itself
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.
A Framework for Task-Based Course Design
Ellis, R. (2003). Designing a task-based syllabus. RELC, 34(1), 64-81.
Tasks1. Selection task types, themes, topics2. sequencing
Language1. forms2. functions
Task-based syllabus. Unfocused . focusedtasks tasks
Teaching materials Task workplans
Activity 5: Pass the Questions
1. Write down one question on the front and the
answer on the back of the card.2. Read the question to your partner and ask him/her to answer it.3. Switch the roles.4. Exchange the cards.
Activity 6: Jigsaw Reading on Principles
1. Get together in your number groups. Read one of the assigned principles and summarize the main points.2. Work in your color group. Share your understanding of the assigned principles.
Activity 6: Jigsaw Reading on Principles
Principles Notes
Principle 1: Use tasks as an organizational principle
Principle 2: Promote learning by doing
Principle 3: Input needs to be rich
Principle 4: Input needs to be meaningful, comprehensible,and elaborated
Principle 5: Promote cooperative and collaborative learning
Principle 6: Focus on form
Principle 7: Provide error corrective feedback
Principle 8: Recognize and respect affective factors of learning
Branden, K. V. D. (2006). Task-based language education : from theory to practice. Cambridge, NY: Cambridge University Press.
Branden, K. V. D. (2006). Task-based language education : from theory to practice. Cambridge, NY: Cambridge University Press.
Branden, K. V. D., Gorp, K. V., & Verhelst, M. (2007)(Eds.). Tasks in action: Task-based language education from a classroom-based perspective. Newcastle, UK: Cambridge Scholars Press.
Eckerth, J., & Siekmann, S. (2008). Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives. Frankfurt: Peter Lang.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge, NY: Cambridge University Press.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan.
Geglar, D., & Hunt, A. (2002). Ch 9. Implementing task-based language teaching. In J. Richards & W. A. Renandya (Eds). Methodology in language teaching. Cambridge, NY: Cambridge University Press.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford, UK: Oxford University Press.
Journal Articles
Adams, R. (2009). Recent publications on task-based language teaching: A review. International Journal of Applied Linguistics, 19(3), 339-355.
Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
Journal Articles
Branden, K. V. D. (2006). Task-based language education: from theory to practice. Cambridge, NY: Cambridge University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Feeny, A. (2006). Task-based language teaching. ELT Journal, 60(2), 199-201.
Journal Articles
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243-249.
Journal Articles
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.
Mislevy, R. J., Steinberg, L. S., Almond, R.S. (2002). Design and analysis in task-based language assessment. Language Testing, 19(4), 477-496.
Journal Articles
Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing, 19(4), 395-418.
Norris, J. M. (2002). Interpretations, intended uses and designs in task-based language teaching. Language Testing, 19(4), 337-346.
Journal Articles
Ogilvie, G., & Dunn, W. (20). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161-181.
Plews, J. L., & Zhao, K. (2010). Thinking with tasks knows no bounds: ESL teachers’ adaptation of task-based language teaching. TESOL Canada Journal, 28(1), 41-59.
Journal Articles
Robertson, P., & Jung, J. (2006)(Eds.) Task-based language teaching in the Asian context. The Asian EFL Journal Quarterly, 8(3).
Rooney, (2000). Redesigning non-task-based materials to fit a task-based framework. The Internet TESL Journal, 6(12). Retrieved from
http://iteslj.org/Techniques/Rooney-Task-Based.html
Journal Articles
Seedhouse, P., & Almutairi, S. (2009). A holistic approach to task-based interaction. International Journal of Applied Linguistics, 19(3), 311-338.
Tomlinson, B. (2008). Review on Doing Task-Based teaching and Task-Based Language Education. ELT Journal, 61(1), 92-95.
Activity 7: KWLK: What I know W: What I want to know L: What I learned
Self-Evaluation
1. I can get to know my colleagues and help develop a safe learning environment2. I can identify the key theoretical knowledge of task-based language teaching.3. I will have a list of references on task-based language teaching.