Can I increase the length of student Target Language Output through focusing on Task Based Activities? Leanne Green Rachel Nola Viscount Learning Community

What is Task Based Learning David Nunan states that Task Based Learning aims at providing opportunities for learners to experiment with and explore both spoken and written language through learning activities that are authentic and engaging. There are three distinctive parts to the structure of a Task Based Planning PREDURINGPOST Introduction to topic and task Providing a model Non task preparation activities Strategic Planning Focus on process not outcome. Opportunities to communicate meaning Interactive Risk Takers Focus on form Learner report Repeat task Reflect on Task Review of Errors

Why did we decide on this topic? We found that while our students were using a lot of words in the target language many were not actually advancing to using phrases. With this in mind we looked at the methods of teaching we were using and reflected on the fact that our lessons were more teacher centered not student centered. As teachers we also wanted to ensure that our lessons were authentic and meaningful for our students in order to maintain engagement. Due to the unique nature of Viscount Learning Community we felt that Task Based Activities favor and support the constructivist environment in which we teach.

DATA COLLECTION Each teacher had data collected by Wendy Thompson. Students use in the target language was highlighted. We examined how many and what phrases were being used by the students. Teachers monitored their own classes progress in the use of phrases when using task based lessons and finally observed a lesson taken by their peer teacher and took notes on the phrases being used by students.

PLANNING Examples of Task Based Activities we have experimented with. Pre-TaskDuringAfter Teacher introduces the lesson by using a song in Target Language. Identifying formulaic expressions. Playing BINGO as a class in the target language. Students are given sentence starters and a dictionary in the Target Language to create sentences that describe somebody’s clothing. Interviewing partners/group members in the target language. Playing games such as BINGO in the target language in small groups. Adding new formulaic expressions as a challenge. Students place picture in the middle of the sheet and read aloud their sentence. The group must decide which picture they are describing Reporting back to class on their partner using the target language. Reflection on new language used. Teacher and students focus on form and identify errors.

ENVIRONMENT Our research was undertaken in two composite year six and seven classes in a decile one school in South Auckland. Each class has 29 students of mixed reading and maths abilities. The teachers are learning Spanish alongside the students.

COMPARISIONS ROOM 21 – LANGUAGE USED BEFORE ¿Como si dice? Como estas? ¡Hola! Gracias Listos Escucha Escucha, por favor. Es possible los aqua ROOM 21 – AFTER ¿Como si dice_________ en Espanol? Beunas Dias Senorita Nola, Como estas? Gracias, por favor c Por favor. Es possible los aqua Mi Famosa persona es corto ella tiene pelo marron. Agnes es llevar pantalones azul y camiseta rojo ROOM 34 – LANGUAGE USED BEFORE Senorita Verde Gracias !HOLA! Un Sombrero Rojo Una corbota Camisa Pantalones Camiseta azul ¿Como si dice? ROOM 34 AFTER La Senorita pantalones negra. Kavai es llevar pantalones negra y camiseta rojo El senor llevar Los Vaqueros y camiseta blanco. Por favor, Senor, Que hora es? Comer - es la una Volver a casa – son las tres y media

CONCLUSIONS Having only completed four task based lessons this term we are happy with the progress of our students. These are some of our findings: RISK TAKING AND COMPREHENSIBLE PLUS ONE One finding has been the increase in students risk taking. Both teachers found that students were more willing to participate in the target language when in smaller groups. This also had a flow on affect with students searching for extra vocabulary to enhance their sentences in the target language. MOTIVATION AND COMMUNICATION Students appeared more motivated and more inclined to assist fellow students who were not advancing as quickly in the target language. CONSTRAINTS Although we find it encouraging to learn alongside the children we also found it hard to focus on the form due to our limited knowledge in the target language. Lack of dictionaries for group use made it difficult to advocate tasks where students were independent.

NEXT STEPS Having seen the success in using task based unit activities we will continue to facilitate using this model.