INTERNATIONAL CONFERENCE ON ENGLISH FOR SPECIFIC PURPOSES (ESP) AND NEW LANGUAGE TECHNOLOGIES: SYNERGIES OF LANGUAGE LEARNING UNIVERSITY OF NIŠ, SERBIA MAY, 22 TH - 24 TH, 2015.

“DEVELOPING COMMUNICATIVE COMPETENCE THROUGH TASK- BASED APPROACH IN HIGHER EDUCATION” Nalan Kenny

ENGLISH FOR SPECIFIC PURPOSE? (ESP) WHAT IS

a broad-diverse field of English language teaching specifically based on learner needs or English in specific professional areas

ES P Quick history The start 1960 Special language and register 1987 Approach to language teaching 1988 Meet the specified needs of learner 1998 Underlying methodology and activities of discipline 2001 Modify target context arrangement s 2007 Concerned with communicative practices

Competen ce CommunicaTive

4 c ommunicative Competence Components of

Linguistic competence

Discourse Competence

Strategic Competence

Sociolinguistic competence

What is a ‘task’? A piece of work An activity or an action An activity A range of workplans An activity A piece of classroom work Long, 1985 Richards et al, 1986 Prahbu, 1987 Breen 1987 Willis, 2002 Nunan, 2004

A Task is an activity which is carried out in the classroom by students practising the target language interactively. It promotes their confidence in use of language.

TASK BASED APROACH Engages learner. Enables to use language freely Develops learner’s communicative competence

Equipment Safety rules Blast furnace Faults Expressing and purpose Instructions Describing a system Reporting faults Tasks Topics

For example: Safety Rules Divide the class into groups of 4 Give each group one cardboard and felt tip pen Give one copy of a workshop picture Ask the students to write down as many rules as they can remember Needs Cardboard Felt tip pens Workshop picture

Teacher will monitor them. Teacher will guide them. Teacher will/may help the vocabulary they struggle Teacher will give feedback Teacher’s Role

Students will use the target language freely. They won’t feel under pressure. Each member of the group will contribute to the task. Students will engage with the task Student’s Role

Pre task Introduction to topic and task Brainstorming, exchange ideas ensure learners understand the task instructions put learners in appropriate setting plan (pairwork, group work) learners perform the task give feedback

TASK TYPES Gap Filling Pair Work Group Work Presentations Discussions Asking Questions Problem Solving

High achiever Individual feels accepted and contributed to the task Exchange ideas and opinions Increase learners’ participation Maximize learners’ interaction

Presentations

Improves communication skills gives confidence Improves how learners use language effectively and accurately Makes learners confident speaker and

Classroom Settings

Wright, 1987

Wide range of possible settings in the classrooms Vary accordingly Affect the dynamic of the lesson

Assessment Observation during the task Ticking boxes Asking questions Students’ self assessment Quizzes

motivated interact with each other better use the linguistic function of the language beside social and discourse function presentations are good examples for university students conclusion

Thank you for listening

Topics TasksGrammarVocabularyActivity Equipment Describe and purpose To be for VingTools Individual/Role play Safety Rules in a workshop Instructions (positive and negative) Do Don’t Verb¹ Should + Verb¹ Health/safety related words such as keep, tidy, untidy, mess Making warning signs. Find the faults in the picture. (Working in small groups) Faults Reporting faults over the phone/ face to face etc. Direct/Indirect Speech Faults related words such as broken, damaged, cracked etc. Group discussions. Small Talk. Role Play Blast Furnace (iron and steel factory) or Electricity Describing a process/system Active/Passive voice Iron/steel related words such as slab, overload, melt etc. Presentation (it can be individual or small group)

2013 Mechanical Engineering and Food Technology, Lithuania effective good at delivering communication skills language use was measured in four skills students were given a task to make presentations