Task-Based Instruction in Arabic Basic and Post-Basic Curricula Tarek Elgendy Defense Language Institute Foreign Language Center Curriculum Development Division Arabic LEARN Conference September 2010

Introduction

 Tasks  Task/Function-based instruction  Authentic material and real-life tasks.

 Thematic/Function-driven scope and sequence.

 Role of grammar in functionally driven courses.

 Samples

Task-Based Instruction and Communicative Language Teaching

 Emphasizes communication through interaction.  Active involvement in the task  Pairs or small groups

What is a Task?

 Nunan (1989) defined a task as “any classroom work which involves learners in comprehension, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.” (p.10)  “An activity which requires learners to use language, with emphasis on meaning, to attain an objective.” Bygate, Skehan, Swain (2001)

Parameters of Task Activity

Skehan ’s (1998) summary of such parameters:  Meaning is primary  Learners are not given other people ’s meaning to regurgitate  There is some sort of relationship to comparable real-world activities  Task completion has a priority  The assortment of tasks is done in terms of outcome (p.147)

Parameters of Task Activity

 “A task is goal oriented  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.” Rod Ellis

Role of teachers

 Make performance of tasks the objective of any activity  The use of authentic tasks is as important as the use of authentic materials  Develop multi-step activities  Less use of drills, exercises, one-step activities, loose activities

Arabic Basic Curriculum

Organization and Design of ABC

Outline of the ABC Semester I & II Semester III Military Topics Topic Presentation A • Vocabulary in Context • Grammar in Context Topic Presentation C • Vocabulary in Context • Grammar in Context Topic Presentation B • Vocabulary in Context • Grammar in Context

ABC Scope and Sequence

Theme سيئرلا عوضوملا Topics يعرفلا عوضوملا يعرفلا Functions ةغللا فئاظو Grammar ةغللا دعاوق

ةيصخشلا تاياوهلا ةيصخشلا Hobbies سرامت يتلا تاياوهلا ل يضفتلا نع ريبعتل ا ليضفتلا Expressing preferences لعفلا بصن : عراضملا ةركلا َبعل ُبح ا ةركلا َبعل ا ن ا ُبح ا

Role of Grammar

Role of grammar in TBI: Facilitating the learners ’ performance of the task The goal of embedding grammar in the topic is to help achieve functional, cognitive, or emotional objectives.

ءادأ ريسيت وه عوضوملا عم ةغللا دعاوق جسن نم فدهلا فادهأ سردلا فادهأ نوكت نأ نكمي ،ةنيعم ةيوبرت فئاظو باعيتسا لثم ةيكاردإ وأ معطم يف ةبجو بلط لثم ةيئادأ وأ زاجنلإاب نيملعتملا روعش لثم ةيفطاع وأ نيعم موهفم .

ةقثلا باستكا

Ways for Presenting Grammar:

 Explicit/Deductive يجاتنتسا /حيرص حرش  Implicit/Deductiv e يجاتنتسا / ًانمض موهفم  Inductive/Implicit ًانمض موهفم / يثح  Inductive/Explicit حيرص حرش/يثح

Unit Design

Semester 1 - Unit 5: Touring the Arab World

 Chapter 21: Planning for the Trip  Chapter 22: First Leg of the Trip 

Chapter 23: Touring Egypt

 Chapter 24: Last Leg of the Trip  Chapter 25: Morocco to Kuwait

ABC_Ch. Components_Sample



Setting and Objectives –



Getting Started –



Vocabulary in Context

• Nile River Cruise – p23.11

• At the Post Office – p23.29

ABC_Unit Components_Sample

 Grammar in Context • Present Tense Verbs in the ccusative Case -

ABC_Main Components_Sample

Language in Use -

 Culmination of chapter theme, vocabulary, and grammar  A military-driven problem-solving scenario  Four-skills integration, task-based activities  Presented in real-life situations, using authentic materials  Learner-focused classroom

Peripheral Components

 Cultural Note  How do Arabs Say it?  Functioning in the Real World –  Strategy Notes  Computer-assisted language games  Self-Evaluation  Teacher’s Note

Arabic Post-Basic Curriculum

Arabic PB Course Design

C1 6 wks 1+ ~ 2 C2 6 wks 1+ ~ 2 C3 6 wks 2 ~ 2+ C4 6 wks 2 ~ 2+ C5 6 wks 2+ ~ 3 C6 6 wks 2+ ~ 3 C7 6 wks 3 ~ 3+ C8 6 wks 3 ~ 3+

Topical Domains (FLO)

Geography, Culture and Society, Politics & Economy, Military & Security, Technology & Science

APBC Interface

Templates

Example of Main Page

Sample of Peripheral Page

Main Activities

 Introduction _ Spark interest, not deep, not for discussion, Ex. Ask for a view point or speculation  Warm-Up _ Vocabulary about the topic, enough socio/cultural background to start with.

Main Activities

 Reading _  Listening _  Grammar Review _ _ _  Mini-Projects _ _  HW _  TTT _  Arabic Sayings _  Cultural Hints _

Peripheral Pages

 Objectives _  Key Vocabulary _  Resources _  Teacher Guide _  Recap _

Conclusion

ABC and APBC are:  TB Driven  Contemporary  Level-driven  FLO-oriented  Student-centered  Standardized

Resources

 Nunan, D. (1989)> Designing tasks for the communicative class. Cambridge, Cambridge University Press.



Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics 18, 268 86.



Ellis, R. (2003). Task-based language learning and teaching. Oxford, Oxford University Press.

Discussion

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Disclaimer

This presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center