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Date Posted: 17:33:27 07/01/03 Tue
Author: Carlos Gagliardi
Subject: Re: Task 9-correction
In reply to: Renata Tunes Santos 's message, "Task 9" on 11:02:04 07/01/03 Tue

Task 9

Explain with your own words what a task-based language learning approach is.



According to Krashen's theory (1982), the second language acquisition has influenced the development of integrated instruction at all levels. He suggests that a second language is most successfully acquired when the conditions are similar to those present in first language acquisition: that is, when the focus of instruction is on meaning rather than on form; when the language input is at or just above the proficiency of the learner; and when there is sufficient opportunity to engage in meaningful use of that language in a relatively anxiety-free environment.
In addition, Cummins (1981) argues that individuals develop two types of language proficiency: basic interpersonal language skills and cognitive academic language proficiency. He suggests that these two types of proficiency vary according to the degree of context available to the individual and the degree of cognitive challenge of the task. Social language can be acquired in 1 to 2 years, but the level of proficiency needed to read social studies texts or solve mathematics word problems can take 5 to 7 years to develop (Collier, 1987).
Based on those theories, we have the task-based learning. In this approach, appropriate contexts are provided for developing thinking and study skills as well as language and academic concepts for students of different levels of language proficiency. Students learn by carrying out specific tasks or projects: for example, "doing science" and not just reading about it (Rosebery, Warren, & Conant, 1992).
The task based learning consists in doing the learning process more memorable and meaningful. It is processed in a more natural way, the students use the task o reach a goal using the language as means of learning. It usually reflects the real life of students, who focus on the meaning of it. It can be used any language the students want.

Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks because they do not have an unpredictable outcome and do not have a goal to reach.

There is a following example of a task based learning lesson:

It is necessary that the students have some resources like books (graded readers), video, magazines and Internet. If they do not, the lesson plan can be adjusted accordingly.

Pre-task Preparation:
One of the tasks is a video exercise, which involves viewing a movie clip with the sound turned off. This can be any movie depending on availability, but the clip has to involve a conversation between two people.

Pre-task activity:
In pairs, students discuss the following questions:
• Do you use English outside the classroom?
• How?
• What ways can you practise English outside the classroom?
Stage One - Running dictation.
Put the text from worksheet one on the wall either inside or outside the classroom. Organize your students into pairs. One student will then go to the text, read the text, then go back to her partner, and relay the information to her. The partner who stays at the desk writes this information. When teams have finished check for accuracy. You can make this competitive should you wish.

Stage Two
In pairs, students then read the Getting To Know Your Resources task sheet (worksheet two). Check any problem vocabulary at this stage. This worksheet can be adapted according to the resource room at your school.

Stage Three
Depending on how the resources are organized in your center, students then go, in pairs, to the resource room or wherever the resources are kept and complete the tasks on the task sheet.

Stage Four
Working with a different partner students now compare and share their experience.

Stage Five - Feedback.
Having monitored the activity and the final stage, use this opportunity to make comments on your students’ performance. This may take form of a correction slot on errors or pronunciation, providing a self-correction slot.

References:
http://www.cal.org/ericcll/digest/cranda01.html
http://www.onestopenglish.com/news/Magazine/Archive/elt_taskbased.htm
http://www.sasked.gov.sk.ca/docs/int_lang/russian10/planning01.html

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