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Date Posted: 19:34:20 07/05/03 Sat
Author: Danilo Cristofaro
Subject: Re: TaskNine
In reply to: Flávia Pinheiro Bernardes 's message, "Re: TaskNine" on 19:47:18 07/04/03 Fri

>Hi Danilo, how are u?
>
>I do agree with you, the activities must be chosen
>very carrefully, but I think that even then we can
>count on the "unexpected". Not always the student's
>response is what we expect or the activities leads to
>something else.
>What do you think?
>
>Bye,
>
>Flávia.
>
>>Task8 June 30th – July 4th
>>Universidade Federal de Minas Gerais
>>Faculdade de Letras LET 076C Professora: Vera
>>Menezes
>>Aluno: Danilo Cristófaro Alves da Silva - No:
>>2002026917
>>______________________________________________________
>_
>>______________
>>
>>TASK 9: Explain with your own words what a task-based
>>language learning approach is.
>>
>>It is not unusual to have English lessons where the
>>main goal is to teach the students the structures of
>>the language. How you are going to achieve it is
>>placed on a secondary level in terms of importance to
>>language learning.
>>
>>What the task-based language learning is about is to
>>concentrate more on the task. The language will be
>>used as an instrument for students to achieve their
>>goals. It has, therefore, elements based on Krashen’s
>>theory (1982) where he puts it that to acquire a
>>second language one will have better results if one
>>tries to create similar conditions to those present in
>>first language acquisition.
>>
>>Basically, what that means is that students will be
>>given a task to perform and a way of communication
>>they will use English to finish that task. The task
>>itself will be appropriate to the level and skills of
>>students. It is necessity that makes the students to
>>communicate and learn, through the process.
>>
>>The tasks need to be interesting and attractive to
>>get students motivated in it.
>>I myself have seen good examples of task-based
>>learning when working in a school in England.
>>Recently-arrived foreign students would be given tasks
>>in maths or physics and as they attempt to solve
>>certain problems they also acquire the language as
>>well.
>>
>>It is not always that easy. In this particular
>>example teachers had to be aware, for example, that
>>the content of the task given was one that the student
>>had seen it before in their own language. Another
>>problem is that maths can be taught in different ways
>>and it may turn out to be something confusing for the
>>student who has to battle with the language barrier in
>>the first place and with the line of thinking to learn
>>maths, in this example.
>>
>>In conclusion, the idea of task-based learning may
>>prove to be a very efficient one but the choosing of
>>the tasks is fundamental for the success in the
>>student’s learning progress.
>>
>>Bibliography:
>>
>>http://www.cal.org/ericcll/digest/cranda01.html
>>http://www.onestopenglish.com/news/Magazine/Archive/el
>t
>>_taskbased.htm
>>______________________________________________________
>_
>>_____________
>>Task8 June 30th – July 4th
>>Universidade Federal de Minas Gerais
>>Faculdade de Letras LET 076C Professora: Vera
>>Menezes
>>Aluno: Danilo Cristófaro Alves da Silva - No:
>>2002026917
>>______________________________________________________
>_
>>______________

Flavia,
thank you for your contribution.
What I really think about this is that we have to be ready for the unexpected in anything we do in life. Teaching is a job that involves dealing with people. That says enough about it, doesn't it?
Bye for now
Danilo

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