Task based instruction

Task based instruction

• 1.
  Task-based Instruction By Lisa Ellison
• 2.
  About the Author •Peter Skehan is a Professor of Applied Linguistics at King's College, London. • He has published many articles about language teaching. • He is currently researching the nature of fluency in task-based performance and the relationship between the quality of interaction and the nature of linguistic performance.
• 3.
  Format • Gives thereader a clear guideline of the article. It is divided into five sections:- • 1.Introduction and contextualisation of task- based instruction. • 2. Explanation of research into task-based instruction and the different perspectives. • 3. Language used in tasks, accuracy and fluency. • 4. Use of tasks from a pedagogic point of view. • 5. Critiques and Conclusions.
• 4.
  Objectives • To familiarisethe reader with task-based instruction. • To promote the research of tasks within communicative language teaching and second language acquisition. • Approaches to measuring performance in task-based instruction.
• 5.
  What is atask? According to Bygate, Skehan and Swain (2001) “A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective.”
• 6.
  Key Points • 1.In 1970s there was lots of change towards language teaching and a move towards the communicative approach. • Communicative activity was replaced by the term `task.´ • Feedback is essential in tasks. • Researchers, testers and teachers are the three major groups of task users.
• 7.
  • Researchers usetasks to explore “theoretically motivated questions.” • Language testers are concerned with the collection of data. • Teachers take pedagogic approach. Their focus is in the classroom, the learner, and the language learning process.
• 8.
  Section 2- Fourdifferent approaches to tasks:  Psycholinguistic explores the role of interaction and negotiation of meaning.  Sociocultural focus is on the learner and how they shape the task.  Cognitive explores the psychological approach to learners.  Structure focused tasks explore designing tasks with the aim of creating a particular structural feature.
• 9.
  Section 3- Variables Research into task attitudes and performances. Focus on the individual learner. Measuring performance on task: Cognitive approach, interaction: negotiation of meaning and Interaction: sociocultural theory.
• 10.
  Section 4- Tasksand Pedagogy • Intervention into tasks occurs over a period of 2/3 weeks with 1 hour intervention per week. • Therefore, is evidence totally reliable? • Little evidence between the findings and classroom decision making. • Samuda (2001) and Willis´(1996) approaches to tasks. • Tasks are difficult for teachers as they have to be prepared for the unpredictable.
• 11.
  Section 5- Critiquesand Conclusion • Krashen (1985) Learners do not learn from one another. • Seedhouse (1997, 1999) The negotiation of meaning is inadequate. • Expression of meaning and communication are essential.
• 12.
  Author´s opinion • Wantsto demonstrate that there has been considerable research into task-based instruction, which demonstrates ´´considerable vitality´. • Disagreement on some issues. • Look to the future- hopes that the findings will be implemented in research and in teaching.
• 13.
  Strong and WeakPoints.  Lots of theory and research to consider. Author follows a clear structure/ format. Information is clear and concise. o Over one third of the article is dedicated to references. o Does not follow APA guidelines. o Very small conclusion. o Not an easy read.
• 14.
  My Own Conclusions •Article written from a research perspective as opposed to a pedagogic perspective. • Tasks are student centred and promote language acquisition. • However, in group work students may hide behind their partner relying on the other to do the work. • New language may be lost. • It is difficult to implement in large groups.