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    5 views96 pages

    A Framework For Task-Based Learning PDF

    Uploaded by

    Carles Uarg

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    © All Rights Reserved
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    of 96
    tt LONGMAN HANDBOOKS for LANGUAGE TEACHERS, soviet concn whey etngoes 2nd proses az prize A Framework for Task-Based Learning A Pramework fr Tk Base ewig is complet ule to the modagy and practice oftasl-bsed language teaching For fase who Wish io apa genuinely arercented| approche tee aching tors an alternative Fawn tho "rseaation, practi, production” moél This bok s base on sou eincpleso langue earang nd ‘cwmines he best insighs from communicative language echiag with asyteatie foes on anuage fo. Iespains and exes each component in 2 pia ask- sed essen, rom sting up ate tsk tough the tsk, leading nto language focused work This approach allows the natural integration eal skis and encourages a ‘he leer a conor for both acarzy and Mueney. Key features ofA Framework for Tas Based earning are + alleie but coherent amework + a prac! approach, with ries and rational early explain thot + lesson aust show how th arnewark canbe used oan sons « phorcepabe Fons Pages for sei teacher raining sessions + over 200 ides fr tasks for Sassoon use | Praaupork or Ts Basel Learning eaters “alkanes fen belaners upears “ind ble «th teaching of any second or facign language Jane Wiss caren teaching at ston University, Birlogha, UK helt Masters ‘uses ia Teashing English and ESP mainly by Distance Learning, he i th author of Sseeral books insuing Teaciog English Thvogh Eaglsh (Langman), ita “LANGUAGE TEACHERS Longman Handbooks for Language Teachers A Framework for Task-Based Learning ‘Aaison Wesiey Longman Lied nrg Ga, Hoos Ese C2 Egat td Comp chet he wo (© Addison Wey Lengman Lined 1996 gre npr of isp nay er tet ‘Renard gto est mayor Ey ma, ‘hls meson ngewe roraritn pon f Peso "he Pb rn persion rhe pcayig of tos pgs raed tan cor ote sig con, dal ‘erin my te cp fbr emery is Bey ‘otha spine fart te ati el “ron Unde we cestoncs may ny par of his Bak Be cp ote est pbc 19% ‘Seis Palaino Pred ia by Carte Produced ote pbhers by de Heer Bs Deigned and sted by Onest Design Oxo Ison os2.29573 8 Acknowledgements ‘eae tefl othe lowing for poison orp npg mata ‘Se: ok 1 Te kes 2&8 by JD ‘Godin Mads Croup pl orto ara Cal Str ext ‘edn om The boy who cae out om the co i THE ‘GUARDIAN Thoms Kon Soe Li for exes om. TALEING TO LEAR Te Spiel Projet GSE) b 8, Franc Mathews Ie have tem arabe ste cpygh Telecel the ai Sper io Te Daly Wop 24190 it trod epee sy infoeton wich woud ent sto 0=0. Ve asso grat o The BNC. The rsh National Corpus isa ‘labratve baie avd at by Onterd Univer Pra isan, Chanbers Hp, Ord Univers Compute ‘Sees Lanter Unive Ol Compute earch in he teh angung sede Ba rary The SNC ones ‘sed eigen the UR Depron rd indy {hd the Scene and EngncerngKeearc Coan nd wat ‘ypatiy addon roca gant om the Beta Aco we md Ae w5er 1996 ce / Contents Acknowledgements : Introduction \ PART Ar STARTING POINTS 1 Language learning: creating the best environment 111 Batts about language leaning 1.2 How learers ctor 113 Four conions for language leering 1.4 Classrooms as leaning environments 15 Summary Rofiection/Observaton/Furthor reading Notes 7 Aspects of tasks 2.1 Defining tasks 2.2 Varetie of aok 2.8 Language us in tasks 224 Leaming from tasks 25 Summary Matorial oppreisaliObservation/Furtherreesing/Notes PART B: TASK-BASED LEARNING 3 The YBL framiéwork: overview and pré-task phase 3.1 General overview 8.2 The pretask phase 3. Managing leaner tak ‘84 Summary Material appraicalPlanningiObservation/Further readingNotes 4 The TOL framework: the task cycle 4. The tas stags 42 for to tae 43 Tho planning stage 44 The report stage 4.5 Whiting inthe task ola 46 ES. ond one-to-one: ask oye scatations 47 Sunmacy Retiection/Furtherreeding/Notes 10 7 9 1° a 22 eeese 5 Tasks based on text 544 Defining text-bacod tacks 5.2 Selecting and blancing exposure 5.8 Reading and Istenig strategies ‘54 Designing text-based tasks ‘5.5 Planning a toxt-based tak essen 86 Summary ‘Material appratsalFurther reading Notes © Exposure to spontaneous speech using recordings 16.1 Spontaneous epesch inthe TL trnowerk 16.2 Using tas recordings 16.3 Making your own tsk recordings 644 Intorviows recerdod by leamers 65 Summary ‘Materia appralsaUPlanning/Observation Notes 7. Tho TBL frameworks language focus 17.1 From meaning to torn 172 Language analysis actives 173 Starting points for analyte activites 7.4 Language practice eetves 7 Creating a pedageaic corpus 177 Surmeraty Material proparation Further reacing/Notes PART C: IMPLEMENTING TASK-BASED LEARNING (TDL for beginners and young learners 8.1 Using tasks wit real beginners 8.2 Tasks for beginners 8.3 Language focus for bagionars 18.4 Teaching non-Fleman alphabet begoners 86 Teaching young feamers 86 Summary Planning/ObservationFurther reading Notes "7 ne 118 123, 1 130 131 7 © Adopting TBL: come practical Issues 9.4 PPP and T3L 92 Introducing TEL, 195 Assessment and TEL 94 Textbooks and TEL. 95 Summary Further readinghotes ‘Appendices ‘Sie typos o ask Overview ofthe TAL tramowor ‘Sample task-based lesson outlines Groupmork appraisal sheets ‘Tho moet aunt words of English Taskbased examinations amooam Bibliography and References index Key “To asks on pages 95,38, 44,5, 65, 68-84 00,102, 108-7 133 133 7 va 144 vr 18 140 155 156 169 m 173 178 7 v9 Acknowledgements Initial inspiration and support for taskcbased languege leming came from Prabhu in Bangalore, John Sinclair in Birmingham and sat and students of mary nationalities at the British Counal Teaching Centre in Singapore under Dave Willis. Thee have been mary people both inside and outside the Cobuild Project in Birmingham who have recorded, piloted and reported on tasks and task-based lexing and to ll these peopl Tam tly grateful. Twas Arlene Gilpin who firally gave me the impetus to wart wring this ‘book, and Dave Willis my husband, who, with patience and understanding, kept me going righ to the end, reading and commenting on drat of every chapter and ssggeting revisions Tul version of ven chapters were piloted with ature Spanish teachers of English at Leda University in northern Spain ~ my thanke to them, and to Professor Chamose and the Departamento de Hilologis Modema. Tha book has igeatly benefited from detailed feedback and enthusiastic encouragement frm those who reed the complete manuscript Melanie Bult Jeremy Harmer and Seth Lindstromberg, ard ffom those who have read and commented on {ndividaal chapters and helped with revisions and appendices: Margaret Allan, Paul Barnes, Brahim Bonati, Charlie Brown, John Coston, Corony Edwards, Pauline Foster, Ronnie Heldsrorth Katie Jennings Joares Lopes Steve Mann, [Nicki Marshal, Jaimis Sitvelra, Richard West and Sue Wharton, together with their colleagues trainee teachers and studens, Many of these people have had ‘considerable experience of implementing and using TAL in the UK USA, ‘Australia Irland, Spain and Brazil, and Thave both enjoyed thai profesional ‘companionship and benefited greaty from their advice and feedback Staf and students from Aston University Language Studies Unit have also contributed in any ways. Distance Learning Masters students especaly Ghose Jn Turkey, together with teachers and talnars om the British Counell Teaching Centres in Istanbul end lemis have undertaken taskcbased Tearing projec, short and long term, and have kept me ia touch with thes findings and eit progress. ‘My greatest appreciation goes, as always, o my family, who have put up with my absences, my Tong week-end of writing and with whom Thave resolved pend far more ine enjoying mayelf inthe coming year Jone Wiis How to use this book Introduction The ain of commun ks to sinus el commnniation nthe gst language. Many tooo ince tars of this ind. Ther sesso rsrse oe fllofirmginatve ast, at peal sch tans ae wd atthe rd of ‘thong ce, rather than emcee, or ave ed 3 the ‘efor septate peng kiss. “This book on tse uring (TL) shows how tak can be wed asthe cerral os in upporve mathlogi framework The aim of heh © “smn relpurps forlangage wean provides natal cone fr ngage Sty Sent pepe forthe ek oport ack fer the ak an then ty toe langage hat ato atrayeatfthe skye anditsaccompanying nails. “The ramework oles ch but compere exonie to language ne through listening and reading, and provides opportunities for both spontaneous td pinned apesing and wring I provides Inara wi he matraton improve ar ad on whatever gue hy already hae "Th taicased femevork tales acaant what we Know about haw pple eam anguages We kn for example tht pace of language fms Abert necessary make pf Weknow tat rope canto ea a anguage tout plenty afopportaie for rel anguage nets lone that ie lang that hy Se expoend oad that hy one ef dof language shy want to ler For example ifs inadesspntaners span language (wich very diferent fem panned wen ngage) then et ha ey ‘eed oer ase We ako iow tat 00 much ephase on smal gop Comminkation without any cl fr sxuacy may rou in leer aninat fealning some leer veop Deny a the expe of acy. The TEL framework designed fo weve al hese ase “ks earings the Desig om communicative language scaching with an orice ‘oes on anguage form. Alough the cxamples a Shs book ae based on English TL i vb fo the tenching of ey target langue second or ogn Exch chapter begin witha fous page which iauodaces wo otro the aia ‘hemes and conept eam sto help readers reflect on relevent language Ieming or teaching experince which dey can raw on wl reading too ier Ica alto be photocopied and wed teacher ning courses to Str dsason of hee cep The qussons onthe feu pape te ‘xpleratocy~ there are often no st anowers = but the tes they fase ae import nes and wil be free eretped inthe chapter ‘Many chaps mer to the sesores mates which have boen gthered together nthe Appendices for ese fue, These av alo photocopale ‘Atte end of os chaplersthee ae soegestons for acts help develop spec teaching sls, There are alo recommendations fr farther eeding. Tope you ard ou letersi working wis nse ecing hope too, Bat you gun profesional saifocion fom overeating inital fialcs (Chere ae aways soma!) and sein te diference at TBL con maken the language casroon Jane Wil, Bemingham, March 1956 What are your views on language learning? Fate toc statements A, 8, Cor acorig to ow fr you age wth ech of thom. Note your eaons andar evsenca suppor your decoens.Then hare your views ‘ih a coeague and ty fo each arose. ies srongly 8 Aare Bont aly ogee 8 Deawee 1 Yoxcan fea to speak a orsign language qute wa without lecsone Many socendary stunts who have ducted a foreign language leave ‘choel unable o communicate ‘Leamos tor go on making the ‘same enor even ater ing corected many tires. Nstudons tna the nds of sfemoa te we uy a0 Yeu mat the language teely (© Tacha should alvaye comect cent ror. 7 Reading widely is one of te best ways to loam anctheranguage, £8 People fa intesecua abies ‘an sucess lan another language. 9 The younger you ao the ester you wil leanenethar language 40 Exrovers make betoranguage PART A: STARTING POINTS Language learning: creating the best environment 1-4 Beliefs about language learning 1.2 How tearners ditter 12.1 Leaming sratogies 1.22 Anaiyic and holistic learners 1.3. Four conditions for language leaming 134 Bxpoeure 182 Uso ot ianguage 133° Motivation 124 Inter 4.4 Classrooms as teaming environments 141 The power ofthe teacher 142 The conan onthe stitert 143. Changing he balance 4.5 Summory Rettection/Observtion Further reading Notes “This chapter provides the fationale for task-bosed learning, It explores how ‘tral langage lensing Process can eran learning he som, ‘We begin ia guestonnare which frases on concepts ad esas in eel angage tng er lecsing these, andthe princes behind than we conser diferent inva ering ses We then deni thee baste conditions for natural anguage lamin whic, combined ely witha fourth, itucon provide ar opdimumt Ieenag environment Tirally we show how Ate tachenceted sroom tends to have fed tetera pate whi inital eaming/ Ths underines the need foralieratve pattems ofiteracon which ce on he eer rather an Uae We seg Ut esl gee ul Wn ‘Weal have tongly held beliefs about the ways that foreign or sacand languages are art ~ beliefs which ate Based on our ov experience as language learners ‘nda language teachors. tis well worth examining those belie together wit ‘he experience ht es behind ther. This is what de questionnaire in Focus 1s designed tohelp you do “Mest teachers who do this questionnaire Sind they agree with six or seven statements and disagree with three or four But your answers may well be Aitferent because they are base on dferene experiences Armauwonx ror TASK BASED LEARING + Hlow does this examination of our beliefs heip us to understand hovr people Scam another language? Or more importndy pechaps, t understand Why people don’t lean one? We will now discuss each statement in turn. 1 You can Tern to speak foreign language lt wll without lesions. “Mest of us know or know of people who fave azn to speak foreign Innguoge quite fica without any teaching at el peope who trevel tc work road alo people wh stay kn tht own cosy but ‘who mix with speaiers of another language. Bven quite young children, “who drop out of schoo often classed a tnteadble beome Uroticalturlt gules and end up managig o communicate several fzign languages They ar ot ays totaly accuse But they achieve level of language silty that eaely adequate for thelr neds What it shat helps people ike this ofr? er one thing they are csually very mvt they have a pressing dese fo communicate lanl to get their meaning arss. They ecelve aot of exposute= they esr the language in woe and pik up they ned nd they have rnany opportunites to speak and experiment wih the language Tle intecoctors donot expect them fe erect and wil fen support ther attempts to communicate by suggesting words and phrases Tes the, ite possible for people to lee alot without having lessons, Clasmoom natrcton i nota necessary conto for leaaing 2 Many secondary students who have studied a foreign language leave school unable to communicate inf ‘Unfortunately this soften the xs. In language schools ll over the world ‘he largest group of students consists of people who have studied English stachool but who fel they know nothing and want to start again. Mary British schoo! leavers have aed to learn French or German in much the same way. They have a small batter of formulate phrases, but ae unable ‘or too shy to pt them to use. Although many of them pass their ‘examinations succesfully they find they cannot crpe in canversation with a uent speaker 7 ‘One reason wit this happens is becnaud rch oftheir exposure consats of writen language at sentence level they reused 0 reading textbook exercises end hearing caefully-

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