MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C66E15.229904E0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. 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Task-Based Language Teaching

Three Dimensions of Language Teaching

Task-Based Teaching=

Rationale for Using= Tasks

Defining a ‘Task’

Types of Task

An Example of a Ped= agogic Task

Some Typical Pedago= gic Tasks

A Real-World Task

A Focussed Task=

A Focussed Task=

Two Approaches to U= sing Tasks

Designing a Task-Ba= sed Curriculum

The Methodology of Task-Based Teaching

The Pre-Task Phase<= /a>

The Main Task Phase=

The Post-Task Phase=

Focussing on Form

Three Types of Focu= s on Form

Reactive Focus on F= orm: An Example

Dual Focus<= /font>

Swan’s Critique of = TBLT

Swan’s Critique of = TBLT

The Danger of Piginization

The Teacher’s Role<= /a>

Input and Output

Pedagogic Problems = and Solutions

Problems with the Educational System and Solutions

Conclusions=

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Task-Based Language Teaching
Rod Ellis
University of Auckl= and

Three Dimensions of Language Teaching
Goal (i.e. ‘why’ th= e language is being taught)
Content (i.e. ‘what= ’ is taught)
-  Type A syllabuses
-  Type B syllabuses
Methodology (i.e. ‘= how’ it is taught)
-  accuracy
-  fluency

Task-Based Teaching=

Rationale for Using= Tasks
Developing implicit= knowledge – learners can best develop implicit knowledge of a second language incidentally through the effort to communicate.
Automatization – le= arners can only gain in fluency by attempting to use the L2 in real operating conditions.

Defining a ‘Task’
A task is a goal di= rected.
A task involves a p= rimary focus on meaning.
The participants ch= oose the linguistic resources needed to complete the task.
A task has a clearl= y defined outcome.

Types of Task
Unfocussed tasks
a.  Pedagogic
b.  Real world
Focussed tasks

An Example of a Ped= agogic Task
Four students – eac= h has one picture and describes it to the rest of the class.
Students from the r= est of the class ask the four students questions about their pictures.
One student from th= e class tries to tell the story.
If necessary Steps = 2 and 3 are repeated.

Some Typical Pedago= gic Tasks
Information-gap tas= ks (e.g. Same or Different)
Opinion-gap tasks (= e.g. Balloon debates)
Reasoning-gap tasks=
Personal tasks
Role-play tasks
Note: Tasks can be = dialogic or monologic; they can be performed orally or in writing.

A Real-World Task
    Look at the e-mail message below. L= isten to Mr. Pointer’s instructions on the tape. Make notes if you want to. Then write a suitable reply to Lesieur.
Dear Mr. Pointer
Please send flight = number, date and time of arrival
 and I will arrange for someone to meet= you at the
 airport.
Lesieur.

A Focussed Task=
Can you spot the di= fferences?
    B

A Focussed Task=
Can you spot the di= fference?
  A

Two Approaches to U= sing Tasks
Use tasks to suppor= t a Type A approach.
- task-supported t= eaching (Type A)
- weak form of com= municative language teaching
Use tasks as the ba= sis for teaching
- task-based teach= ing (Type B)
- strong form of c= ommunicative teaching

Designing a Task-Ba= sed Curriculum
Select task types a= ccording to general level.
Determine the theme= s/topics of the tasks
Grade tasks in term= s of task difficulty
Specify language/sk= ills/ text types required to perform the task.

The Methodology of Task-Based Teaching
Three phases in a t= ask-based lesson:
Pre-task phase
Main task phase
Post-task phase

The Pre-Task Phase<= /a>
Some options:
Allow the students = time to plan.
Provide a model
Do a similar task
Pre-teach key lingu= istic items

The Main Task Phase=
Some options:
Whole-class vs. sma= ll group work
Set a time for comp= leting the task.
Vary the number of participants.
Introduce a surpris= e element.
Tell students they = will have to present a report to the whole class.

The Post-Task Phase=
Some options:
Students give a rep= ort.
Repeat task (e.g. s= tudents switch groups)
Consciousness-raisi= ng activities.

Focussing on Form
Opportunities to fo= cus on form arise in task-based teaching:
Definition:<= /td>
   Focus on form … overtly draws studen= ts’ attention to linguistic elements as they arise incidentally in lessons wh= ose overriding focus is on meaning or communication. (Long 1991)
cf.  Focus on forms

Three Types of Focu= s on Form
Reactive focus on f= orm (error correction)
Teacher-initiated f= ocus on form
Student-initiated f= ocus on form

Reactive Focus on F= orm: An Example
T:  What were you doing?
S:  I was in pub
       (2)
S:   I was in pub
T:   In the pub?
S:   Yeh and I was drinking beer with my<= /font>
       friend.

Dual Focus<= /font>
Learner 1: And what= did you do last weekend?
Learner 2: … I trie= d to find a pub where you don’t see – where you don’t see many tourists. And I find o= ne
Teacher: Found.
Learner 2: I found = one where I spoke with two English women and we spoke about life in
Canterbury or thing= s and after I came back
Teacher: Afterwards= …

Swan’s Critique of = TBLT

Swan’s Critique of = TBLT

The Danger of Piginization
L1:  What?
L2:  Stop.
L3:  Dot?
L4:  Dot?
L5:  Point?
L6:  Dot?
LL: Point, point, y= eh.
L1:  Point?
L5:  Small point.
L3:  Dot
(From Lynch 1989, p= . 124; cited in Seedhouse 1999).
     But tasks can be structured to pro= mote more complex and accurate interaction.

The Teacher’s Role<= /a>
Swan denigrates TB= LT on the basis that the teacher is relegated to the role of manager and facilitato= r of interaction.
But the teacher ca= n also be supplier of input and also a source of feedback. Not all TBLT lessons are learner-centred.

Input and Output
Swan –
“It remains true t= hat TBI provides learners with substantially less new language than traditional approaches. This seems a serious weakness.”
Tasks can involve = all four skills. Many tasks involve input only (i.e. are listening or reading task= s).

Pedagogic Problems = and Solutions

Problems with the Educational System and Solutions

Conclusions=
Task-based teaching= offers the opportunity for ‘natural’ learning inside the classroom.
It emphasizes meani= ng over form but can also cater for learning form.
It is intrinsically= motivating.
It is compatible wi= th a learner-centred educational philosophy but also allows for teacher input.=
It caters to the de= velopment of communicative fluency while not neglecting accuracy.
It can be used alon= gside a more traditional approach.

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AAAAAAAAAAAAAAAAAAAAAAiJAK8JtLYKkUFWsmYJXHiNlZ48BiMiYsWQVZ6LgSRGXPjwoh6NBgNd W3WxZEaNXFgBKnkRkMRAe6wEWskSYiA9OPVYeULTY5ecQFes1LPHi9GfQPWsYNXFqFMvSa2suPbU KVKcK0Qiqurl6pOpArlCVZp14axAM2Z0aWqFRFmGDQOxWEE3EEWBAQEAOw== ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/v3_slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
Task-Based Language Teaching
<= /td> <= /td>
R= od Ellis
University of Auckland
------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/v3_master17_background.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlh3AFlAXcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAADb AWQBgAAAAP7+1gL/jI+py+0Po5y02ouz3rz7D4biSJbmiabqyrbuC8fyTNf2jef6zvf+DwwKh8Si 8YhMKpfMpvMJjUqn1Kr1is1qt9yu9wsOi8fksvmMTqvX7Lb7DY/L5/S6/Y7P6/f8vv8PGCg4SFho eIiYqLjI2Oj4CBkpOUlZaXmJmam5ydnp+QkaKjpKWmp6ipqqusra6voKGys7S1tre4ubq7vL2+v7 CxwsPExcbHyMnKy8zNzs/AwdLT1NXW19jZ2tvc3d7f0NHi4+Tl5ufo6err7O3u7+Dh8vP09fb3+P n6+/z9/v/w8woMCBBAsaPIgwocKFDBs6fAgxosSJFCtavIgxo8aN/xw7evwIMqTIkSRLmjyJMqXK lSxbunwJM6bMmTRr2ryJM6fOnTx7+vwJNKjQoUSLGj2KNKnSpUybOn0KNarUqVSrWr2KNavWrVy7 ev0KNqzYsWTLmj2LNq3atWzbun0LN67cuXTr2r2LN6/evXz7+v0LOLDgwYQLGz6MOLHixYwbO34M ObLkyZQrW76MObPmzZw7e/4MOrTo0aRLmz6NOrXq1axbu34NO7bs2bRr276NO7fu3bx7+/4NPLjw 4cSLGz+OPLny5cybO38OPbr06dSrW7+OPbv27dy7e/8OPrz48eTLmz+PPr369ezbu38PP778+fTr 27+PP7/+/fz7+2H/D2CAAg5IYIEGHohgggouyGCDDj4IYYQSTkhhhRZeiGGGGm7IYYcefghiiCKO SGKJJp6IYooqrshiiy6+CGOMMs5IY4023ohjjjruyGOPPv4IZJBCDklkkUYeiWSSIRQAADs= ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/v3_slide0002.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
= =
Three Dimensions of Language
Teaching
<= /td> <= /td> <= /td> <= /td> <= /td> <= /td>
Goal (i.e. ‘why’ the language is being taught)
Content (i.e. ‘what’ is taught)
   -  Type A syllabuses
   -  Type B syllabuses
Methodology (i.e. ‘how’ it is taught)
   -  accuracy
   -  fluency
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Task-Based Teaching
Goal
Content
Methodology
<= /td>
Ability to
com= municate
<= /td> <= /td> <= /td>
Typ= e B (i.e. a
seri= es of
mess= age-
focu= sed
tasks)
<= /td> <= /td>
Flue= ncy (i.e.
focus on<= br>
mess= age
conv= eyance)
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Rationale for Using Tasks
<= /td> = <= /td> =
1. Dev= eloping implicit knowledge – learners
can= best develop implicit knowledge of a
sec= ond language incidentally through the
eff= ort to communicate.
2. Aut= omatization – learners can only gain in
flu= ency by attempting to use the L2 in real
ope= rating conditions.

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Defining a ‘Task’
<= /td> <= /td> <= /td> = <= /td> <= /td>
1. A t= ask is a goal directed.
2. A t= ask involves a primary focus on
mean= ing.
3. The= participants choose the linguistic
res= ources needed to complete the
task= .
4. A t= ask has a clearly defined outcome.
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Types of Task
<= /td> = <= /td>
1. Unf= ocussed tasks
   a.  Pedagogic
   b.  Real world
2. Foc= ussed tasks
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= <= /td>
An Example of a Pedagogic
Task
<= /td> <= /td> = <= /td>
1. Fou= r students – each has one picture and
des= cribes it to the rest of the class.
2. Stu= dents from the rest of the class ask the
fou= r students questions about their pictures.
3. One= student from the class tries to tell the
stor= y.
4. If = necessary Steps 2 and 3 are repeated.
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= <= /td>
Some Typical Pedagogic
Tasks
<= /td> <= /td> <= /td> <= /td> = <= /td>
1. Inf= ormation-gap tasks (e.g. Same or
Diff= erent)
2. Opi= nion-gap tasks (e.g. Balloon debates)
3. Rea= soning-gap tasks
4. Per= sonal tasks
5. Rol= e-play tasks
No= te: Tasks can be dialogic or monologic; they
can= be performed orally or in writing.
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A Real-World Task
<= /td> <= /td> <= /td> =
    Look at the e-mail message below. Listen to Mr.
Poi= nter’s instructions on the tape. Make notes if you
wan= t to. Then write a suitable reply to Lesieur.
Dea= r Mr. Pointer
Ple= ase send flight number, date and time of arrival
 and I will arrange for someone to me= et you at the
 airport.
Lesi= eur.
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A Focussed Task
=
Can= you spot the differences?
             <= font face=3DArial size=3D2>B
TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
A Focussed Task
=
Can= you spot the difference?
             <= font face=3DArial size=3D2>A
TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
= <= /td>
Two Approaches to Using
Tasks
<= /td> <= /td> = <= /td> <= /td>
1. Use= tasks to support a Type A approach.
   - task-supported teaching (Type A)<= /font>
   - weak form of communicative langua= ge
teac= hing
2. Use= tasks as the basis for teaching
   - task-based teaching (Type B)
   - strong form of communicative teac= hing
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<= /td> =
Designing a Task-Based
Curriculum
<= /td> <= /td> = <= /td> <= /td> <= /td>
1. Sel= ect task types according to general
leve= l.
2. Det= ermine the themes/topics of the
task= s
3. Gra= de tasks in terms of task difficulty
4. Spe= cify language/skills/ text types
req= uired to perform the task.
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= =
The Methodology of Task-Based
Teaching
<= /td> = <= /td>
Thr= ee phases in a task-based lesson:
1. Pre= -task phase
2. Mai= n task phase
3. Pos= t-task phase
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The Pre-Task Phase
<= /td> = <= /td> =
Som= e options:
1. All= ow the students time to plan.
2. Pro= vide a model
3. Do = a similar task
4. Pre= -teach key linguistic items
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The Main Task Phase
<= /td> = = <= /td> <= /td> <= /td>
Som= e options:
1. Who= le-class vs. small group work
2. Set= a time for completing the task.
3. Var= y the number of participants.
4. Int= roduce a surprise element.
5. Tel= l students they will have to present
a r= eport to the whole class.
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The Post-Task Phase
<= /td> <= /td> <= /td> = <= /td>
Som= e options:
1. Stu= dents give a report.
2. Rep= eat task (e.g. students switch
grou= ps)
3. Con= sciousness-raising activities.
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Focussing on Form
<= /td> <= /td> <= /td> <= /td> = <= /td> <= /td> <= /td> <= /td>
Opportunities to focus on form arise in task-
= based teaching:
D= efinition:
=    Focus on form … overtly draws stud= ents’
= attention to linguistic elements as they
= arise incidentally in lessons whose
= overriding focus is on meaning or
= communication. (Long 1991)
= cf.  Focus on forms
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= <= /td>
Three Types of Focus on
Form
<= /td> = = <= /td>
1. Rea= ctive focus on form (error
cor= rection)
2. Tea= cher-initiated focus on form
3. Stu= dent-initiated focus on form
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= =
Reactive Focus on Form: An
Example
<= /td> <= /td> <= /td> <= /td>
T:<= span style=3D'mso-spacerun:yes'>  What were you doing?
S:<= span style=3D'mso-spacerun:yes'>  I was in pub
       (2)
= S:   I was in pub
= T:   In the pub?
= S:   Yeh and I was drinking beer wi= th my
       friend.
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Dual Focus
<= /td> = <= /td> = <= /td> <= /td> <= /td>
Lea= rner 1:   And what did you do last weekend?
Lea= rner 2:   … I tried to find a pub where you
don= ’t see – where you don’t see many
tou= rists. And I find one
Tea= cher:   Found.
Lea= rner 2:   I found one where I spoke with two<= /font>
Eng= lish women and we spoke about life in
Can= terbury or things and after I came back
Tea= cher:   Afterwards …
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Swan’s Critique of TBLT
Assumption
Critique<= br>
Response<= br>
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Swan’s Critique of TBLT
Assumption
Swan’s Critique=
Response<= br>
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The Danger of Piginization
<= /td> <= /td> <= /td> <= /td> <= /td> =
L1:<= span style=3D'mso-spacerun:yes'>  What?
L2:<= span style=3D'mso-spacerun:yes'>  Stop.
L3:<= span style=3D'mso-spacerun:yes'>  Dot?
L4:<= span style=3D'mso-spacerun:yes'>  Dot?
L5:<= span style=3D'mso-spacerun:yes'>  Point?
L6:<= span style=3D'mso-spacerun:yes'>  Dot?
LL:= Point, point, yeh.
L1:<= span style=3D'mso-spacerun:yes'>  Point?
L5:<= span style=3D'mso-spacerun:yes'>  Small point.
L3:<= span style=3D'mso-spacerun:yes'>  Dot
(F= rom Lynch 1989, p. 124; cited in Seedhouse 1999).
     But tasks can be structured to p= romote more complex and accurate
inte= raction.
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The Teacher’s Role
<= /td> <= /td> = <= /td> <= /td>
   Swan denigrates TBLT on the basis t= hat
the= teacher is relegated to the role of
man= ager and facilitator of interaction.
   But the teacher can also be supplie= r of
inp= ut and also a source of feedback.
Not= all TBLT lessons are learner-
centred.<= br>
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Input and Output
<= /td> <= /td> = <= /td> <= /td> <= /td>
   Swan –
   “It remains true that TBI provides<= /font>
lea= rners with substantially less new
lan= guage than traditional approaches.
Thi= s seems a serious weakness.”
   Tasks can involve all four skills. = Many
tas= ks involve input only (i.e. are
lis= tening or reading tasks).
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Pedagogic Problems and Solutions
Problem
Solution<= br>
<= /td> <= /td> <= /td>
1. = Students lack
prof= iciency to
com= municate in the
L2
<= /td> <= /td> <= /td>
Dev= ise activities that
dev= elop ability to
com= municate
gradually.
<= /td> <= /td>
2.  Students
unw= illing to speak
Eng= lish in class.
= <= /td>
Use small group=
wor= k; allow planning
tim= e; learner training
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= =
Problems with the Educational System<= br>
and Solutions
Problems<= br>
Solutions=
=
1.  Emphasis on
‘kn= owledge’ learning
<= /td>
Rev= iew philosophy
of education.
<= /td>
2.<= span style=3D'mso-spacerun:yes'>  Examination
system
<= /td> <= /td>
Dev= elop new more
com= municative
exams
3.  Large classes
<= /td> <= /td> <= /td>
Use= small group
wor= k; develop tasks
sui= ted to large
classes.<= br>
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Conclusions
<= /td> <= /td> <= /td> <= /td> <= /td> <= /td> <= /td> <= /td>
1. Tas= k-based teaching offers the opportunity for
‘na= tural’ learning inside the classroom.
2. It= emphasizes meaning over form but can also
cat= er for learning form.
3. It = is intrinsically motivating.
4. It= is compatible with a learner-centred educational
phi= losophy but also allows for teacher input.
5. It = caters to the development of communicative
flu= ency while not neglecting accuracy.
6. It = can be used alongside a more traditional
appr= oach.
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Task-Based Language Teaching
Rod Ellis
University of Auckland
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Three Dimensions= of Language Teaching
3D"*"Goal (i.e. ‘why’ the lang= uage is being taught)
3D"*"Content (i.e. ‘what’ is taught)
• -  Type A syllabuses
• -  Type B syllabuses
3D"*"Methodology (i.e. ‘how’ i= t is taught)
• -  accuracy
• -  fluency
•
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Task-Based Teachi= ng
Fluency (i.e. focus on message conveyance)
Type B (i.e. a series of message-focused tasks)
Ability to communicate
Methodology
Content
Goal
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Rationale for Usi= ng Tasks
1.Developing implicit knowledge – learners can b= est develop implicit knowledge of a second language incidentally through the effort to communicate.
2.Automatization – learners can o= nly gain in fluenc= y by attempting to use the L2 in real operating conditions.
•
• 
1.
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Defining a ‘Task’
1.<= /span>A task is a goal directed.
2.<= /span>A task involves a primary focus on meaning.
3.The participants choose the linguistic resources needed to complete the task.
4.<= /span>A task has a clearly defined outcome.
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Types of Task
1.<= /span>Unfocussed tasks
• a.  Pedagogic
• b.  Real world
2.<= /span>Focussed tasks
•
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An Example of a Pedagogic Task
1.Four students – each has one picture and describes it to the rest of the class= .
2.Students from the rest of the class ask the four students questions about their pictures.
3.One student from the class tries to tell the = story.
4.If necessary Steps 2 and 3 are repeated.
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Some Typ= ical Pedagogic Tasks
1.Information-gap tasks (e.g. Same or Different)
2.Opinion-gap tasks (e.g. Balloon debates)
3.Reasoning-gap tasks
4.Personal tasks
5.Role-play tasks
•Note: Tasks can be dialogic or monologic; they can be performed orally or in writing= .
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A Real-World Task=
•    Look at the e-mail message below. Listen to Mr. Pointer’s instructions on the t= ape. Make notes if you want to. Then write a suitable reply to Lesieur.
•
•Dear Mr. Pointer
•Please send flight number, date and t= ime of arrival
• and I will arrange for someone to me= et you at the
• airport.
•Lesieur.
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A Focussed Task
•Can you spot = the differences?
•
•     B
A
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A Focussed Task
•Can you spot the difference?
•
•
•   A
B
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Two Appr= oaches to Using Tasks
1.Use tasks to support a Type A approach.
• - task-supported teaching (Type A)
• - weak form of communicative language teaching
2.Use tasks as the basis for teaching
• - task-based teac= hing (Type B)
• - strong form of communicative teaching
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Designin= g a Task-Based Curriculum
1.<= /span>Select task types according to general level.
2.<= /span>Determine the themes/topics of the tasks
3.<= /span>Grade tasks in terms of task difficulty
4.<= /span>Specify language/skills/ text types required to perform the task.
5.
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