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===Rationale for Using Tasks===
Developing implicit knowledge – learners can only develop implicit knowledge of a second language incidentally as a result of the effort to communicate.
Automatisation – learners can only gain in fluency by attempting to use the L2 in real operating conditions.
===Defining a ‘Task’===
A task is a goal directed.
A task involves a primary focus on meaning.
The participants choose the linguistic resources needed to complete the task.
A task has a clearly defined outcome.
===Types of Task===
Unfocussed tasks
a. Pedagogic
b. Real world
Focused tasks
===An Example of a Pedagogic Task===
Four students – each has one picture and describes it to the rest of the class.
Students from the rest of the class ask the four students questions about their pictures.
One student from the class tries to tell the story.
If necessary Steps 2 and 3 are repeated.
===Some Typical Pedagogic Tasks===
Information-gap tasks (e.g. Same or Different)
Opinion-gap tasks (e.g. Balloon debates)
Reasoning-gap tasks
Personal tasks
Role-play tasks
Note: Tasks can be dialogic or monologic; they can be performed orally or in writing.
===A Real-World Task===
Look at the e-mail message below. Listen to Mr. Pointer’s instructions on the tape. Make notes if you want to. Then write a suitable reply to Lesieur.
''Dear Mr. Pointer,
Please send flight number, date and time of arrival and I will arrange for someone to meet you at the airport.
Lesieur.''
===A Focused Task===
Can you spot the differences?
A | B
===A Framework for Describing Tasks===
Goal
Input
Conditions
Predicted outcomes:
a. Process
b. Product
===Two Approaches to Using Tasks===
Use tasks to support a Type A approach.
- task-supported teaching (Type A)
- weak form of communicative language teaching
Use tasks as the basis for teaching
- task-based teaching (Type B)
- strong form of communicative teaching
===Designing a Task-Based Curriculum===
Select task types according to general level.
Determine the themes/topics of the tasks
Grade tasks in terms of task difficulty
Specify language/skills/ text types required to perform the task.
===The Methodology of Task-Based Teaching===
Three phases in a task-based lesson:
Pre-task phase
Main task phase
Post-task phase
===The Pre-Task Phase===
Some options:
Allow the students time to plan.
Provide a model
Do a similar task
Pre-teach key linguistic items
===The Main Task Phase===
Some options:
Whole-class vs. small group work
Set a time for completing the task.
Vary the number of participants.
Introduce a surprise element.
Tell students they will have to present a report to the whole class.
===The Post-Task Phase===
Some options:
Students give a report.
Repeat task (e.g. students switch groups)
Consciousness-raising activities.
===Focusing on Form===
Opportunities to focus on form arise in task-based teaching:
Definition:
"Focus on form … overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overrriding focus is on meaning or communication." (Long 1991)
cf. Focus on forms
===Three Types of Focus on Form===
Reactive focus on form (error correction)
Teacher-initiated focus on form
Student-initiated focus on form
===Reactive Focus on Form: An Example===
T: What were you doing?
S: I was in pub(2)
S: I was in pub
T: In the pub?
S: Yeah and I was drinking beer with my friend.
===Dual Focus===
Learner 1: And what did you do last weekend?
Learner 2: … I tried to find a pub where you don’t see – where you don’t see many tourists. And I find one
Teacher: Found.
Learner 2: I found one where I spoke with two English women and we spoke about life in Canterbury or things and after I came back
Teacher: Afterwards …
===Problems and Solutions===
Problem -> Solution
1. Students lack proficiency to communicate in the L2 -> Devise activities that develop ability to communicate gradually.
2. Students unwilling to speak English in class. -> Use small group work; allow planning time; learner training
3. Students develop pidginised language system -> Select tasks that demand fully "grammaticalised" language
===Problems with the Educational System and Solutions===
1. Emphasis on ‘knowledge’ learning -> Review philosophy of education.
2. Examination system -> Develop new more communicative exams
3. Large classes -> Use small group work; develop tasks suited to large classes.
===Conclusions===
Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom.
It emphasizes meaning over form but can also cater for learning form.
It is intrinsically motivating.
It is compatible with a learner-centred educational philosophy.
It can be used alongside a more traditional approach.
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