Transcript 投影片 1 - 國教輔導團

Task-Based Language Teaching:
Theoretical Concepts
Grace Chin-Wen Chien 簡靜雯
[email protected]
August 21, 2012
Activity 1: Clock Partners
Introduce yourself to your partners:
. your name
. school and grade level that you teach
. highlight of your summer vacation
Activity 1: Clock Partners
   
_______
_______
________
_________
Objectives
1. I can get to know my colleagues and help
develop a safe learning environment
2. I can identify the key theoretical knowledge of
task-based language teaching.
3. I will have a list of references on task-based
language teaching.
Activity 2: KWL
K: What I know
W: What I want to know
L: What I learned
Task-based language teaching
1. A needs-based approach to content selection
2. An emphasis on learning to communicate
through interaction in the target language
3. The introduction of authentic texts into the
learning situation
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge
University Press.
Task-based language teaching
4. The provision of opportunities for learners to
focus not only on language but also on the
learning process itself
5. An enhancement of the learner’s own
personal experiences as important contributing
elements to classroom learning
6. The linking of classroom language learning
with language use outside the classroom
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge
University Press.
Activity 3: Anticipation Guide
1. Read these three statements. Are they correct
or false?
2. Talk to your partner and discuss your answer.
3. Read the article and find the answers from
the article.
Mangubhai, F. (2006). What do we know about
learning and teaching second languages:
Implications for teaching. The Asian EFL
Journal Quarterly, 8(3), 46-68.
Activity 3: Anticipation Guide
Before reading
1. There is an emphasis
on learning to
communicate through
interaction in the target
language.
2. Students need both
real-world tasks and
pedagogical tasks under
TBLT.
3. In TBLT, teachers
should not teach
grammar and forms.
Pair discussion
After reading
Activity 4: Tasks?
1. Write down your definition of “tasks.”
2. Gallery Walk on partners’ definitions of tasks.
Defining Tasks
Long (1985) “a target task”
A piece of work undertaken for oneself or for others,
freely or for some reward. Thus examples of tasks include
painting a fence, dressing a child, filling out a form,
buying a pair of shoes, making an airline reservation,
borrowing a library book, taking a driving test, typing a
letter, weighting a patient, sorting letters, making a hotel
reservation, writing a cheque, finding a street destination
and helping someone across a road. In other words, by
task is meant the hundred and one things people do in
every day life, at work, at play, and in between.
Defining Tasks
Richards (1986: 289) “a pedagogical task”
..an activity or action which is carried out as the result of
processing or understanding language. For example,
drawing a map while listening to a tape, listening to an
instruction and performing a command may be referred
to as tasks. Tasks may or may not involve the production
of language. A task usually requires the teacher to specify
what will be regarded as successful completion of the
task. The use of a variety of different kinds of tasks in
language teaching is said to make language teaching
more communicative. Since it provides a purpose for a
classroom activity which goes beyond the practice of
language for its own sake.
Defining Tasks
Breen (1987:23) “a pedagogical task”
Any structured language learning endeavor which
has a particular objective, appropriate content, a
specified working procedure, and a range of
outcomes for those who undertake the task. Task is
therefore assumed to refer to a range of workplans
which have the overall purposes of facilitating
language learning-from the simple and brief
exercise type, to more complex and lengthy
activities such as group problem-solving or
simulations and decision-making.
Defining Tasks
Skehan (1998): five key characteristics of a task
1. Meaning is primary
2. There is some sort of relationship to
comparable real-world activities
3. Task completion has some priority
4. The assessment of the task is in terms of
outcome
Task Types (1)
. Problem-solving
. Decision-making
. Information gap
. Opinion-gap, opinion exchange
. Comprehension-based
. Sharing personal experiences, attitudes, and feelings
. Narrative
. Question-and-answer
. Role-play, simulations
. Structured and semi-structured dialogues
. Reasoning-gap
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL
Journal, 8(3), 94-114.
Task Types (2)
. Picture stories
. Puzzles and games
. Interviews
. Discussions
. Debate
. Everyday functions, e.g. telephone
conversations
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL
Journal, 8(3), 94-114.
Willis’ (1996) Task-Based Model
1. Pre-task: introduction to the topic and task
2. Task cycle
. Task planning
. Doing the task
. Preparing to report on the task
. Presenting the task report
3. Language focus- analysis and practice
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL
Journal, 8(3), 94-114.
Stages
Phase
Examples of options
Pre-task
. Framing the activity
. Planning time
. Doing a similar task
. Time pressure
. Number of participants
. Learner report
. Consciousness-raising
. Repeat task
During the
task
Post-task
Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.
Sample 1: Organizing a welcome dinner
Step 1 Students organize the group of international students around three dinner
tables. For example, a student might say: “On table 1, Andrew Smith and
Sandra Mogambe sit next to each other, because they both speak Spanish and
collect butterflies.”
Step 2 Students listen to new information about the students given to them by their
Spanish teachers and if necessary rearrange students at the tables.
Step 3 Students provide some personal information about themselves. Then they
choose a student from their own group, who also wants to attend the
welcome dinner, and select a table for this student.
Step 4 Now you are going to revise your distribution and write a brief report.
Step 5 A representative from each group presents their report and justifies the group
decision.
Step 6 The groups and the teacher compare the results.
Branden, K. V. D., Gorp, K. V., & Verhelst, M. (2007)(Eds.). Tasks in action: Task-based language
education from a classroom-based perspective. Newcastle, UK: Cambridge Scholars Press.
Nunan’ (2004) Task-Based Syllabus
Six stages
1. Schema building
2. Controlled practice embedded in a context
3. Authentic receptive skill work
4. A focus on form (lexical or grammatical)
5. Free practice
6. The task itself
Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL
Journal, 8(3), 94-114.
A Framework for Task-Based Course Design
Tasks
1. Selection task
types, themes,
topics
2. sequencing
Language
1. forms
2. functions
Task-based syllabus
. Unfocused . focused
tasks
tasks
Teaching materials
Task workplans
Ellis, R. (2003). Designing a task-based syllabus. RELC, 34(1), 64-81.
Activity 5: Pass the Questions
1. Write down one question on the front and the
answer on the back of the card.
2. Read the question to your partner and ask
him/her to answer it.
3. Switch the roles.
4. Exchange the cards.
Activity 6: Jigsaw Reading on Principles
1. Get together in your number groups. Read
one of the assigned principles and summarize
the main points.
2. Work in your color group. Share your
understanding of the assigned principles.
Activity 6: Jigsaw Reading on Principles
Principles
Notes
Principle 1: Use tasks as an organizational principle
Principle 2: Promote learning by doing
Principle 3: Input needs to be rich
Principle 4: Input needs to be meaningful, comprehensible,
and elaborated
Principle 5: Promote cooperative and collaborative learning
Principle 6: Focus on form
Principle 7: Provide error corrective feedback
Principle 8: Recognize and respect affective factors of
learning
Branden, K. V. D. (2006). Task-based language education : from theory to practice.
Cambridge, NY: Cambridge University Press.
Branden, K. V. D. (2006). Taskbased language education : from
theory to practice. Cambridge,
NY: Cambridge University Press.
Branden, K. V. D., Gorp, K. V., &
Verhelst, M. (2007)(Eds.). Tasks
in action: Task-based language
education from a classroombased perspective. Newcastle,
UK: Cambridge Scholars Press.
Eckerth, J., & Siekmann, S. (2008).
Task-based language learning
and teaching: Theoretical,
methodological, and
pedagogical perspectives.
Frankfurt: Peter Lang.
Ellis, R. (2003). Task-based
language learning and
teaching. Oxford, UK: Oxford
University Press.
Nunan, D. (2004). Task-based
language teaching.
Cambridge, NY: Cambridge
University Press.
Samuda, V., & Bygate, M.
(2008). Tasks in second
language learning.
Basingstoke: Palgrave
Macmillan.
Geglar, D., & Hunt, A. (2002). Ch 9.
Implementing task-based language
teaching. In J. Richards & W. A.
Renandya (Eds). Methodology in
language teaching. Cambridge, NY:
Cambridge University Press.
Willis, D., & Willis, J. (2007).
Doing task-based teaching.
Oxford, UK: Oxford University
Press.
Journal Articles
Adams, R. (2009). Recent publications on taskbased language teaching: A review.
International Journal of Applied Linguistics,
19(3), 339-355.
Bachman, L. F. (2002). Some reflections on taskbased language performance assessment.
Language Testing, 19(4), 453-476.
Journal Articles
Branden, K. V. D. (2006). Task-based language
education: from theory to practice. Cambridge,
NY: Cambridge University Press.
Ellis, R. (2009). Task-based language teaching:
Sorting out the misunderstandings.
International Journal of Applied Linguistics,
19(3), 221-246.
Feeny, A. (2006). Task-based language teaching.
ELT Journal, 60(2), 199-201.
Journal Articles
Littlewood, W. (2004). The task-based approach:
Some questions and suggestions. ELT Journal,
58(4), 319-326.
Littlewood, W. (2007). Communicative and taskbased language teaching in East Asian
classrooms. Language Teaching, 40, 243-249.
Journal Articles
Long, M. H., & Crookes, G. (1992). Three
approaches to task-based syllabus design.
TESOL Quarterly, 26(1), 27-56.
Mislevy, R. J., Steinberg, L. S., Almond, R.S.
(2002). Design and analysis in task-based
language assessment. Language Testing, 19(4),
477-496.
Journal Articles
Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk,
W. (2002). Examinee abilities and task
difficulty in task-based second language
performance assessment. Language Testing,
19(4), 395-418.
Norris, J. M. (2002). Interpretations, intended
uses and designs in task-based language
teaching. Language Testing, 19(4), 337-346.
Journal Articles
Ogilvie, G., & Dunn, W. (20). Taking teacher
education to task: Exploring the role of
teacher education in promoting the utilization
of task-based language teaching. Language
Teaching Research, 14(2), 161-181.
Plews, J. L., & Zhao, K. (2010). Thinking with
tasks knows no bounds: ESL teachers’
adaptation of task-based language teaching.
TESOL Canada Journal, 28(1), 41-59.
Journal Articles
Robertson, P., & Jung, J. (2006)(Eds.) Task-based
language teaching in the Asian context. The
Asian EFL Journal Quarterly, 8(3).
Rooney, (2000). Redesigning non-task-based
materials to fit a task-based framework. The
Internet TESL Journal, 6(12). Retrieved from
http://iteslj.org/Techniques/Rooney-TaskBased.html
Journal Articles
Seedhouse, P., & Almutairi, S. (2009). A holistic
approach to task-based interaction.
International Journal of Applied Linguistics,
19(3), 311-338.
Tomlinson, B. (2008). Review on Doing TaskBased teaching and Task-Based Language
Education. ELT Journal, 61(1), 92-95.
Activity 7: KWL
K: What I know
W: What I want to know
L: What I learned
Self-Evaluation
1. I can get to know my colleagues and help
develop a safe learning environment
2.  I can identify the key theoretical
knowledge of task-based language teaching.
3.  I will have a list of references on task-based
language teaching.