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Task based instruction
Week 10: Kang, Nam-Joon Task based instruction
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WHAT IS TASK SELECT ONE TASK AND EXPLAIN WHY IT IS A TASK.
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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
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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
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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
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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
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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
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Problems and assumptions in TBI
Can you think about it according to Skehan’s perception.
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Meaning primary goal in task
Considerable appeal in terms of authenticity and linkage with acquisitional accounts Worry about the exact form.
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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.
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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)
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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.
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COGNITIVE APPROACHES TO LL
The rule based Exemplar based
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WHY? Need two approaches?
Exemplar based Automaticity Time pressure Rule based Exactness or creativity, analysibility Interlanguage development
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So We Need Two Approaches?
Form Communicative motivators Task
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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
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Procefduralization vs instance (Logan 1988; Robinson and Ha, 1993)
Fluency vs Rule governed part Instance Interplay between declarative knowledge And The Fluency. Proceduralization
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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
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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
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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
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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)
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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
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Why fluency? Because it Lexicalization Proceduralization
Help learners to be acceptable as a worthwhile interlocutor (Schmidt, 1983). Proceduralization Lexicalization Need
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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
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Effective fluency: Dual mode
Analysis Restructuring Synthesis Fluency lexicalized, automatized
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Avoiding the dangers HOW?
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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
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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)
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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
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Ellis The interaction Hypothesis A cognitive approach to tasks
Communicative effectiveness Evaluating the psycholinguistic perspective Task from a socio-cultural perspective
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Communicative effectiveness
The interaction Hypothesis A cognitive approach to tasks A socio-cultural perspective Evaluating the psycholinguistic perspective
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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.
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Goal of task? Communicative effectiveness? Or L2 acquisition?
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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.
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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.
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So following Skehan, Ellis
Communicative effectiveness Function Accuracy Language acquisition Form Fluency Socio-cultural theory
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Then we need Recognition of propensity of tasks
Planning and making decision (either plan or improvisation) ? Skehan?
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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.
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THANKS
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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.
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