TASK

TASK

1. It is anything that learners are given to do in the language classroom to furter the process of language learning

   • Specific interpretation taken will be determined by different view of teaching process.
     • How the second language acquisition is best facilitated.
     • The approach to language teaching subscribe either implicity or explicity.

2. Activity or action which is carried out as the result of processing or understanding language.

   • Any structured language learning which has a particualr object , appropiate context, apecific working procedure and range of outcomes .

3. COMMUNICATIVE TASK

   • Is a piece of of classroom work which ivolves learning in comprehending, manipulating , producing or interacting
     • focused oin the meaning rather over the form
     • CANDLIM (1987) GOOD TASK
       • Encourage learners to attent meaning Give learners flexibility in solving problems. Involve learners own personalities and attitudes Challeging but not demanding Rise larners awarness of the process of language use Encourgae them to relfect on their own language use
     • Tend to be done in small groups "learner participation is maximised"

4. LEARNING TASK

   • Focus on formal feature of the L2 & tend to specific learning outcomes.

5. WHAT IS IT?

6. FRAMEWORK (4 MAIN STRANDS)

   • CLT = COMMUNICATIVE LANGUAGE TEACHING. Not just lingustic compence but communicative competence
   • HUMMNANISM : Alienation of learner from material,themselves.class and teacher. Putting affect into classroom . Learners opinions are expressed. Personal experience is referred
   • PROICESS APPROACHES TO LEARNING AND TEACHING: "The most meaningful and accesible syllabus will be one which deliberately provokes the shared creation of the real syllabus by the classroom group"
   • PROCEDURAL SYLLABUS = PRABHU. Task was seen as the basic teaching unit , Syllabus consistede of a series of task which students did, chosen &sequenced by the teacher "WHAT IS TO BE DONE IN THE CLASSROOM RATHER WHAT IS TO BE LEARNT"
     • PRABHU TASK TYPES
       • INFORMATION GAP TASK: Involve a transfer of given information form one person to anohter, or from one form to another, or from one place to another "decoding ibnformation from or into language
       • REASONING GAP TASK : I s the most effective estimulate language acquisition. Involve deriving some new informaton through process of interference, deduction,practical reasoning or a perception of relationship or patters
       • OPPINION GAP TASK : Involve identifying & articulating a personal preference,feeling or attitude in response to a given situation.
     • Prabhu´s notion " Learnenrs will pick up linguistic competence through the doing of meaninful task

7. PSYCHOLINGUISTIC & TASK

   • PPP = PRESENTATION-PRACTICE-PRODUCTION
     • PRESENTATION: The new language students are going to learnthroug elicitation, involve building up a context in which the new language is needed , the new language is dilled & perhanps written up on the board
     • PRACTICE: Students are aked to practice the target language in conrolled context, usually oral, control task poken or /and written
     • PRODUCTION: Students are encouraged to use the target language in free practice, use it in less controlled & more communicative context
     • CRITICISM : It reflects a very structured view of learning &closelly linked to the structured syllabus, language is borken down into small chunk & regurgitated in the production stage

8. NEGOTIATION OF MEANING

   • Task need to include negotiation of meaning inorder to effectively proper language acquisition forward
     • Learners have a limited capacity for processing iformation
       • Learner can either access their rule-based system or example- based system but cannot access both simustaneously

9. DUAL SYSYTEM FOR LANGUAGE LEARNING

   • 1980´S PAWLEY & SYDER
     • Proposed that the native speaker of any language has a disposal hundreds of thousands of Lexicalised sentences steams = a unit of clause length or longer whose grammatical from & lexiced content is wholly or largely fixed
       • Competence in language does not reside so mjuch in an underlaying rule- based, but rahter in a huge memory bankc of fixed and partially fixed phrases .
   • ANN PETERS
     • We store language in our minds in single chunks or holophrases
       • Language learning consist on item learning (memorising semi-fixed chunks) & system learning (discovering underlaying grammatead rules)