TASKS

TASKS

1. WHAT ARE THEY

   • Is anything that learners are given to do in language classroom to further the process of language learning.
   • entails
     • Encourage learners to attend to meaning , give flexibility in solving problems, involve learners with their own personalities and attitudes.
   • -Learning tasks will typically focus on a formal feature of the L2, and tend to have very specific learning outcomes.
   • - Communicative tasks will typically focus on meaning. and tend to be done in small groups.
   • Historical Framework
     • CLT and Tasks
       • With the rise of CLT we see a gradual shift in task design from the mechanical, form based activity types found in grammar translation and audiolingualism, to more meaning based type of task.
     • Humanism and Tasks
       • Humanism played a central role in putting affect into the classroom. Materials writers now take it for granted that learners should take part in task which their opinions are expressed, or personal experience is referred to know as personalising.
     • Process approaches to learning and teaching
       • Breen pointed out that any syllabus is always interpreted by teachers, learners and the teaching context and is thus created.
         • task is a means through which to promote process competence which includes inter and intra personal knowledge, and the ability to reflect on the learning process itself.
     • Prabhu and the Bangalore Project
       • Is the experiment implemented in EFL: Procedural syllabus
         • According to Prabhu, his procedural syllabus is concerned with what is to be done in the classroom rather than what is to be learnt.
       • it consist in a number of problem solving tasks:
         • 1. The learner's natural desire to meet a challenge.
         • 2. The preoccupation with meaning or thinking which such problem solving necessarily bring out, and
         • 3. The incidental struggle with language use which such activity engenders.
       • Tasks
         • information gap tasks
         • Reasoning gap tasks
         • Opinions gap tasks

2. PSYCHOLINGUISTICS AND TASKS

   • Task in a lesson: PPP
     • Presentation
       • The new language which students are to learn is presented in some way to the students.
     • Practice
       • Students are then asked to practice the target language in very controlled contexts usually oral.
     • Production
       • Students are encouraged to use the target laguage in free practice.
   • Criticisms of PPP
     • According to Michael Lewis, PPP is wholly unsatisfactory, failing as it does to reflect either the nature of language of the nature of learning.
     • why teachers are so reluctant to let go of the PPP model:
       • It's very comforting for the teacher.
       • It comes with clear techniques to keep the classroom behaviour.
       • There is clear accountability in the PPP approach.
       • It is clearly connected to a specific language learning theory, and is thus defensible on these grounds.
   • A dual system for language learning
     • Lexicalised sentence stem according Pawley and Synder is: A unit of clause length or longer whose grammatical form and lexical content is wholly or large fixed.
     • Item learning
       • memorising semifixed chunks as holophrases
     • system learning
       • discovering underlying grammatical rules.
     • Task needs to include negotiation of meaning in order to effectively propel language acquisition forward.
     • Language consists of a dual system: the rule based system and the exemplar based system.
       • learners have limited capacity for processing information.

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