TASK(S)

TASK(S)

1. Central to any understandoing of

   • Current movement in language education
   • Modern day pedagogy

2. Burden & William (1997)

   • "Anything Learners are giving or choose to do"

3. Richards, Patt & Weber (1986)

   • Are carried out as the result of processing Language
     • Drawing a map while listening an audio

4. Activity which has an Objective, content and procedure

5. Work plans to facilitate language learning

6. Willis (1996) and Skehan (1998)

   • Concerned with language display
   • Conformity oriented
   • Practice oriented

7. To attend to meaning

8. To have flexibility in solving problems in their own way

9. To be challenged but not too excessive

10. TWO TYPES

11. Comunicative

    • Focused on meaning, rather than, form
    • activities
    • Can be done in smalll groups
      • Learners participation is Maximised
    • can involve writing

12. Learning

    • Focus on a formal feature of the L2
    • Has a specific learning outcome
      • example
      • Students will learn about the difference of the 'verb be'

13. FOUR STRANDS

    • Proposals for syllabus design
      • "Enable students to choose and sequence task for classrrom use
        • Promoting process competence
          • Inter & intra personal Knowledge
          • The ability to reflect on the learning process
      • Breen (1984)
    • Communicative Language Teaching (CLT)
      • Gradual shift in task desing form-based activity
        • Grammar Translation
          • To a more Meaning-based tyoe of task
        • Audiolingualism
    • Humanism in Language Teaching
      • Takes into account the whole learner (person)
      • Develops intrapersonal awareness and interpersonal skills
      • Develops Intelectual capacities
      • Puts affect into the classroom
      • Completely unsuitable
        • Certain cultural contexts
        • Certain group of learners
        • Certain individual learners
        • Certain individual teachers
    • Prabhu's procedural Syllabus
      • Focus on meaning through tasks
        • Priorise receptive language to develop production
      • "What is to be done in the classroom rather than what is to be learnt"
      • Bangalore Project
        • The use of task as the guiding principal behind syllabus
          • A concomitant lack of explicit focus on form
      • Three Tasks Types
        • 1
        • 2
        • 3
          • Prabhu believed this was the most effetive task
            • Involve mental process
            • Stimulate Language acquisition
            • Teacher can control students' learning

14. Memorized Lexical System

    • Item Learning
      • Memorising semifixed chunks as holophrases
    • Easier to produce

15. Rule-based system

    • System Learning
      • Learners discovers underlying grammatical rules
    • Much more demanding to produce

16. limited capacity processing

    • Learners can not access both simultaneously
      • Production stage fail, students can't communicate freely

17. PPP

    • Stages
      • Presentation
        • Teacher intoduce the class topic and objective
      • Production
        • Free Practice
          • Orally or written
      • Practice
        • Small groups
        • In pairs
        • Whole class
    • Critics
      • Michael Lewis (1996)
      • "Nonsense"
      • Rod Ellis (1993)
      • "We can do PPP until we're blue in the face but it doesn't resukt in what PPP was designed to do
    • Behaviourist view of learning
    • Teacher are reluctant to let go, even with its failures
      • Skehan (1996)
      • It is very comforting for teachers
      • It is clearly connected to specific language learning theory
      • Clear lesson goals
      • It comes with clear teacher techniques
        • Elicitation
        • Drilling, etc

Images and files in the map