1. Task based instruction
Week 10: Kang, Nam-Joon
Task based instruction

2. WHAT IS TASK
SELECT ONE TASK AND EXPLAIN WHY IT IS A TASK.

3. Lists of content What is task?
Problems and assumptions in task-based learning.
Cognitive approaches to language learning (Brief)
Goals in task-based instruction
Task-based instruction avoiding the danger

4. What is task? In Skehan Concepts Explanation Meaning is primary
Communication of meaning
Relationship to the real world
Personal information to be exchanged, problem to be solved,
Include both in-class and out-class relationship
Task completion has priority
With the language learning goal
The assessment of task-performance and outcome

5. Strong and weak TBI Strong form Weak form Unit of language teaching
Task is seen as adequate to drive forward language development through meaningful interaction as is in L1 acquisition
Vital part of language instruction embedding in a more complex pedagogic context.
Preceded by focused instruction  use of the language  do the task  focused instruction using points contingently found from task performance.
Very close to general CLT
Only in production activities in PPP sequence

6. Others Names Analysis Explanation Prabhu (1987) Reasoning gap tasks
Duff (1986)
Divergent and convergent
Convergent engage more acquisitional process.
Berwick (1993)
Experiential –expository
Didactic-collaborative
Ylue, Powers, and Macdonald (1992)
Static task
Dynamic task
Abstract task
Task difficulty on an empirical basis
Narration
Opinion giving
Tarone (1985)
Attention to form has a clear effect on accuracy of performance
Foster and Skehan (1993)
Task type and interaction plan

7. What is task? In Ellis Concepts Explanation Meaning is primary
Communication of meaning
Relationship to the real world
Personal information to be exchanged, problem to be solved,
Include both in-class and out-class relationship
Task completion has priority
With the language learning goal
The assessment of task-performance and outcome

8. Problems and assumptions in TBI
Can you think about it according to Skehan’s perception.

9. Meaning primary goal in task
Considerable appeal in terms of authenticity and linkage with acquisitional accounts
Worry about the exact form.

10. Reasons
In communication, the major emphasis will be on the satisfactoriness of the flow of the conversation, not the correctness, or completeness.
Often being dependent on only partial use of form as a clue to meaning.
Communication strategies wouldn’t help.
May result in learning fossilized expression.

11. Communication is lexical in nature
 will be relexicalized (Skehan, 1992)
Idiomaticity has been underestimated (Bolinger, 1975)
Relies upon familiar memorized material (Pawley and Syder, 1983)

12. So
We need to have tasks that engage learners to focus on form and at the same time in realistic communitation and as opportunities to trigger acquisitional processes.

13. COGNITIVE APPROACHES TO LL
The rule based
Exemplar based

14. WHY? Need two approaches?
Exemplar based
Automaticity
Time pressure
Rule based
Exactness or creativity,
analysibility
Interlanguage
development

15. So We Need Two Approaches?
Form
Communicative
motivators
Task

16. Instance vs Restructuring (Logan 1988; Robinson and Ha, 1993)
Fluency based
Not on rules
Previous rule applications
Instance
Using better algorithms
Like rule based approach
Restructuring

17. Procefduralization vs instance (Logan 1988; Robinson and Ha, 1993)
Fluency vs
Rule governed part
Instance
Interplay between declarative knowledge
And The Fluency.
Proceduralization

18. Exemplar based only Rule based only Need form and function
Can become syntactic fossilization
Rule based only
Lack in noticing gap
Lack in gaining automaticity

19. Van Patten (1990, 1994) Task with meaning prior
Attention to form only if it is necessary for the recovery of meaning.
Form can be attended to even if it is not crucial for meaning
Happy
Learning

20. Goals in task based instruction
Learners’ control of interlanguage complexity
Accuracy
Elaboration of the underlying interlanguage system
Complexity (restructuring)
Learner’s capacity to mobilize an interlanguage system in communication
Fluency

21. Why accuracy? Because it could
Impair communicative effectiveness,
Stigmatize,
Fossilize, self-perceived inaccuracy could be demoralizing to the learner.
What is well-known grammar is used, and what is not is avoided (Schachter)

22. Why complexity/restructuring? Because it
Reflect acquisition having taken place, will enable a greater degree of acceptance as a speaker of the language concerned.
Greater communicative efficiency.
Express more complex ideas effectively
An interest, helpful input, both explicit and implicit, preparation time.
Needs

23. Why fluency? Because it Lexicalization Proceduralization
Help learners to be acceptable as a worthwhile interlocutor (Schmidt, 1983).
Proceduralization
Lexicalization
Need

24. Three fluency Accuracy, precision and complexity of speech
Lack of fluency
Insufficient proceduralization of language
For the development of an adequate repertoire of exemplars to sustain in a real time communication
Undesirable fluency
Previous restructuring becomes automatized or
Becomes a exemplar. fluency comes at the right moment after restructuring has occurred.
Effective fluency

25. Effective fluency: Dual mode
Analysis
Restructuring
Synthesis
Fluency lexicalized, automatized

26. Avoiding the dangers
HOW?

27. Task sequencing Code complexity Cognitive complexity
Syntactic and lexical complexity
Code complexity
Cognitive processing  on-line computation, actual think through
Cognitive familiarity ready-made, pre-packaged solutions
Cognitive complexity
Time pressure Modality
Scale, Stakes
Control
Communicative stress

28. Factors influencing Stage Goal Typical techniques Pre-emptive work
Restructuring
Establish target language
Reduce cognitive load
Consciousness-raising
Planning
During
Mediate accuracy and fluency
Task Choice
Pressure Manipulation
Post 1
Discourage excessive fluency
Encourage accuracy and restructuring
Public Performance
Analysis
Post 2
Cycle of synthesis and analysis
Task Sequences (repeated use of tasks with different reasons)
Task Families (use same types of tasks for the same purpose)

29. What is task? In Ellis Concepts Explanation Meaning is primary
Communication of meaning
Relationship to the real world
Personal information to be exchanged, problem to be solved,
Include both in-class and out-class relationship
Task completion has priority
With the language learning goal
The assessment of task-performance and outcome

30. Ellis The interaction Hypothesis A cognitive approach to tasks
Communicative effectiveness
Evaluating the psycholinguistic perspective
Task from a socio-cultural perspective

31. Communicative effectiveness
The interaction Hypothesis
A cognitive approach to tasks
A socio-cultural perspective
Evaluating the psycholinguistic perspective

32. Interactionist
Learners should be provided with comprehensible input through meaningful interaction in which they can have meaning negotiation
• Learners should have opportunities for ‘scaffolded’ help during the interaction both in comprehending and in producing language.

33. Goal of task?
Communicative effectiveness? Or
L2 acquisition?

34. Willis (1996) eight goals
To give learners confidence in trying out whatever language they know;
To give learners experience of spontaneous interaction
To give learners the chance to benefit from noticing how others express similar meanings
To give learners chances for negotiating turns to speak
To engage learners in using language purposefully and co- operatively
To make learners participate in a complete interaction, not just one-off sentences
To give learners chances to try out communication strategies
To develop learners’ confidence that they can achieve communicative goals.

35. L2 acquisition
To give learners the chance to benefit from noticing how others express similar meanings
To give learners confidence in trying out whatever language they know;
To give learners experience of spontaneous interaction
To give learners chances for negotiating turns to speak
To engage learners in using language purposefully and co-operatively
To make learners participate in a complete interaction, not just one-off sentences
To give learners chances to try out communication strategies
To develop learners’ confidence that they can achieve communicative goals.

36. So following Skehan, Ellis
Communicative effectiveness
Function
Accuracy
Language acquisition
Form
Fluency
Socio-cultural theory

37. Then we need Recognition of propensity of tasks
Planning and making decision (either plan or improvisation) ?
Skehan?

38. Then, we need different kinds of tasks (in Bygate, 1999)
Target different features of language (20 question)
Different tasks systematically affect the way language is processed.
The teachers’ use of different tasks contribute to language development.
 varying focus through task repetition.
pre-and post- task phases for integrating fluency and accuracy.

39. THANKS

40. Homework
Analyze three tasks that you use in your own context on the basis of task types.
Try to assume how much does the lesson would lead interlanguage development.
Readings.