Task based instruction

1. 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

5. Strong and weak TBI

6. Others

7. What is task? In Ellis

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?

15. So We Need Two Approaches?

16. Instance vs Restructuring(Logan 1988; Robinson and Ha, 1993)

17. Procefduralizationvs instance(Logan 1988; Robinson and Ha, 1993)

18. Need form and function

19. Van Patten (1990, 1994)Task with meaning prior

20. Goals in task based instruction

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 • Help learners to be acceptable as a worthwhile interlocutor (Schmidt, 1983). Proceduralization Lexicalization Need

24. Three fluency

25. Effective fluency: Dual mode

26. Avoiding the dangers HOW?

27. Task sequencing

28. Factors influencing

29. What is task? In Ellis

30. Ellis • The interaction Hypothesis • A cognitive approach to tasks • Communicative effectiveness • Evaluating the psycholinguistic perspective • Task from a socio-cultural 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. Recognition of propensity of tasks Then we need 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.