1. Week : Kang, Nam-Joon

2. 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

3. CLT ?

4. Interactionists Vygotsky + Bruner People learn from communicating with others.

5. INTERACTION HYPOTHESIS  Children learn language through meaningful interaction in which they could negotiate meaning.  Children negotiate meaning through scaffolded interaction when they could have supportive feedback from the more skilled person.  Vygotsky, Bruner  Long (1983)

6. Meaning negotiation (Long )  Interactive input is more important than non-interactive input Communication problems Meaning negotiation Input comprehension

7. the relationship between interactive and non-interactive input and comprehension - What evidence? Non- interactive Speech rate Modification-elaborative L1 and L2 comprehension Negotiation of meaning (clarification ) Type of information Greater quantity of input or better quality Interactive Insufficient evidence

8. Learner output and acquisition Output hypothesis 1. Output + correction But can be done directly Or Indirectly (clarification, confirmation check) Schachter (1986b) 2. Comprehensible Output Swain Pushed output makes it possible But can make them understood without being accurate Schmidt (1983) Clarification request Makes grammatical improvement Pica (1988)

9. Listening Reading Speaking Writing Active Passive Receptive Productive Negotiation of Meaning Schemata, expectancies, top-down/bottom-up processing Receiving Producing Messages In interaction Interpretation, expression, and negotiation

10. Memory systems and language Working memory Long-term memory Inputoutput Contextual knowledge

11. Vygotsky People learn language through meaningful interaction. No interaction No learning

12. Task Definition

13. Task in Richards (1986)  Pedagogical Tasks  An activity or action which is carried out as the result of processing or understanding language.  Usually requires the teacher to specify what will be regarded as successful completion

14. What is task? In Ellis ConceptsExplanation Meaning is primaryCommunication of meaning Relationship to the real worldPersonal information to be exchanged, problem to be solved, Include both in-class and out-class relationship Task completion has priorityWith the language learning goal The assessment of task-performance and outcome

15. Others NamesAnalysisExplanation Prabhu (1987)Reasoning gap tasks Duff (1986)Divergent and convergentConvergent 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

16. What is task? In Skehan ConceptsExplanation Meaning is primaryCommunication of meaning Relationship to the real worldPersonal information to be exchanged, problem to be solved, Include both in-class and out-class relationship Task completion has priorityWith the language learning goal The assessment of task-performance and outcome

17. Strong and weak TBI Strong formWeak 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

18. Task in Nunan (1989)  A pedagogical task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form.  The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end Form Recollecting and Manipulating Function Meaning processing Task Goal Task completion

19. Task 1  Find a task which fulfills the definition of task from your homework or given textbook.  Apply stage 2 ‘What is required of users’  An analysis of tasks: What is the learner expected to do?  With whom? With what content? Who determines these things?

26. Problems and Assumptions in TBI

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

28. Meaning primary goal in task  Considerable appeal in terms of authenticity and linkage with acquisitional accounts  Worry about learning of the exact form. Real-life setting Language learning

29. 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.

30. 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)

31. 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.

32. Curriculum & Task

33. Curriculum in Nunan  Curriculum as plan refers to the processes and products that are drawn up prior to the instructional process.  plans and syllabuses, textbook, and other resources, as well as assessment instruments.  The curriculum as action refers to the moment-by moment realities of the classroom as the planned curriculum is enacted.  The curriculum as outcome relates to what students actually learn as a result of the instructional process What to do with what Lesson structure, activities What How Means  process Ends  Content

34. Alternative approaches  Synthectic approaches (Wilkins, 1972)  Bottom up  Analytical approaches (Ellis, 1994)  Top Down

35. Experiential learning  An important conceptual basis for task-based language teaching  The learner’s immediate personal experience as the oint of departure for the learning experience.  Learning by doing (analytical, top down)  Learning by transmission (Synthetical, bottom up)  From social psychology, humanistic education, developmental education and cognitive theory.

36. Learner centered in Task  Gap between what ought to happen and what actually happens in the classroom  Outcomes will be affected by learners’ perceptions about what they should contribute to task completion, their views about the nature and demands of the task.  Their personality, learning style, aptitudes, language skills, etc affects

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

38. Learners move from what they already know and can do to the incorporation of new knowledge and skills (Kolb, 1984) Communicative effectiveness The interaction Hypothesis A cognitive approach to tasks A socio-cultural perspective Evaluating the psycholinguistic perspective

39. COGNITIVE APPROACHES TO LL  The rule based  Exemplar based

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

41. So We Need Two Approaches? Form Communic ative motivators Task

42. 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

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

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

45. 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

46. 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

47. 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)

48. 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

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

50. 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

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

52. Task 2  Set up a basic concept, rule, criteria or theory for learning language.  Analyse the textbook on the basis of this basic concept of learning you created.

53. Avoiding the dangers HOW?

54. Then How?  Task as a basic unit of learning, and by incorporating a focus on strategies, we open to unit of learning, and by incorporating a focus on strategies, we open to the students the possibility of planning and monitoring their own learning, and begin to break down some of the traditional hierarchies.

55. Learner centered in Task  Gap between what ought to happen and what actually happens in the classroom  Outcomes will be affected by learners’ perceptions about what they should contribute to task completion, their views about the nature and demands of the task.  Their personality, learning style, aptitudes, language skills, etc affects

56. Task based unit Task Rewrite Cinderella story by substitute Cinderella to the Princess Fiona Read the story And learn Analyse the characters Anticipate how the princess Fiona will do and say. Rewrite the story on the basis of an original one.

57. Homework  Modification of a book. Each group select one book you analysed for the homework Modify this textbook on the basis of a theory of learning and principles of a task you created today or revised one.  Readings. Chapter 4 from Book 1. Two articles about CBI and SBLT.

58. THANKS