Transcript TEFL 503 - American University in Cairo

Ten Tips for Terrific Tasks
Robert S. Williams
The American University in Cairo
[email protected]
Egypt TESOL 2005
Cairo, Egypt
This PowerPoint is available at:
http://www.aucegypt.edu/faculty/rwilliams/downloads.htm
What is a Task?
“Tasks are activities that call for primarily meaning
focused language use.
In contrast, exercises are activities that call for primarily
form-focused language use.
However, we need to recognize that the overall purpose of
tasks is the same as exercises – learning a language – the
difference lying in the means by which this purpose is
achieved” (Ellis 2003: 3)
What is a Task?
A task is a goal directed activity.
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.
What is a Task?
A task is a goal directed activity.
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.
Task vs. Exercise
Ellis (2000: 197)
Exercise
Task
Orientation
Linguistic skills viewed as
prerequisite for
communicative skills
Linguistic skills developed
through communicative
tasks
Focus
Linguistic form and
semantic meaning
Propositional content
Goal
Manifestation of code of
knowledge
Achievement of a
communicative goal
Outcome-evaluation
Evaluated in terms of
conformity to code.
Evaluated in terms of
whether communicative
goal is achieved.
Real-world relationship Linguistic skills as
investment for future use.
Task relates to real-world
tasks in natural
communication.
How is a Task Used in
the Language Classroom?
A task is used primarily to build communicative competency
and fluency skills.
A task can also enhance linguistic (grammar) skills, but this is
not the main purpose of using a task.
Content or theme-based teaching approaches can rely heavily
on tasks.
Teaching approaches based on linguistic structure can use tasks
to support structural teaching.
Tasks in Communicative Approach
Language Teaching
From an interactionist perspective, a task is a work plan
that provides the opportunity for students to negotiate
meaning (Long 1989)
From a sociocultural perspective, a task is a framework for
learning by problem solving in a social event (the
Vygotskian model).
From both perspectives, a task is the main framework for
cooperative and collaborative learning.
Why Use Tasks?
Tasks:
provide for natural learning in the language classroom.
are primarily focused on meaning, but can also be used to
teach form.
are learner centered, call for a high degree of interaction, and
are highly communicative.
can be used with more traditional approaches.
How do I Use a Task:
Task Methodology
A task can be broken into three phases:
1. Pre-task phase
2. Main task phase
3. Post-task phase
Task Methodology: Pre-task Phase
Teach any necessary linguistic items (grammatical structures,
vocabulary items, pragmatic routines, etc.) that are necessary
for task completion. This is where you can focus on grammar.
Possibly provide a model of the task, or do a similar along with
the students.
Decide whether the task will be done as whole-class or small
group work. If group work, divide the students into groups.
Provide a clear set of task instructions, that specify the purpose
of the task, its outcome, and what participants need to do to
reach the outcome . Make sure students understand the
instructions.
Allow the students time to plan for the task.
Task Methodology: Main-task Phase
Students discuss the instructions among themselves and
decide how to proceed with the task.
Students carry out the task and complete the report to the
class.
The teacher should be an active part of this phase,
circulating among task groups in order to help if needed
and to ensure that students are working on the task and
using the target language.
Task Methodology: Post-task Phase
Students give a report which shows or demonstrates the
completed task goal. Groups are evaluated solely on
whether or not and how well they completed the work
specified by the goal.
If the tasks are short, they can be repeated
During the reporting phase, the teacher can also focus on
grammatical form of the reports, by giving some kind of
feedback.
Examples of Tasks
What communicative and linguistic skills would each address?
Call the airline and ask about booking a flight. Check details, such as
availability, cost, time of departure, and time you have to be at the
airport.
Write a resume for a person, then look at the employment ads in
newspaper. Make a list of jobs for which that that person is qualified
to apply.
Get to know another student in the class, then introduce that student
to the class.
Real-World Tasks
Real-world tasks:
– Booking an airline ticket
– Borrowing a library book
– Filling in forms
– Following map directions
Tasks with some real-world relationship:
– Describing a picture so someone else can draw it
– Identifying differences in two pictures
– Deciding where to locate buildings on a map
In a picture-drawing task, participants have to negotiate their way to a
shared understanding by asking questions and clarifying meanings – which
are authentic interactional activities.
Ten Tips for Terrific Tasks
1. Specify a set of clear learning objectives for the task, both
communicative and linguistic.
2. Design the task as a carefully-constructed work plan, which specifies
a. goal of the task
b. what the students should produce (report, map, meal, etc.)
c. any special conditions or restrictions that apply to the task
d. the time limit of the task
3. Write a lesson plan for the task that specifies what you will do in the pretask, during-task, and post-task phases of the task.
4. Identify the grammatical skills, lexical items, and communicative
structures necessary for the completion of the task. Where necessary,
teach these skills in the pre-task phase.
5. Provide a set of clearly-written task instructions for the students.
Ten Tips for Terrific Tasks
6.
As much as possible, make your task something that would be useful
outside the classroom.
7.
Design your task so that there is an information gap. This will ensure
interactivity.
8.
In the during-task phase, be an integral part of the task activity. Go
from group to group answering questions, making sure that students
understand the task instructions, and helping where needed.
9.
For the post-task phase, make sure that:
10.
a.
each group has a chance to present their work
b.
You have a chance to give feedback to the work
c.
Students have a chance to reflect on what they have learned in the
task.
Make the task as enjoyable as possible, for the students and for
yourself.
References
Ellis, R. (2002). Task-based Language Learning and Teaching. New York:
Oxford University Press.
Ellis, R. (2000). Task-based research and language pedagogy. Language
Teaching Research 4(3); pp. 193-220
Long, M. (1989). Task, group, and task-group interactions. University of
Hawaii Working Papers in ESL 8; pp 1-26
Nunan, D. (n.d.). What is task-based language teaching. Retrieved 12/02/05
from http://www.nunan.info/presentations/TBLT_files/frame.htm