miércoles, 7 de marzo de 2007

The task-based approach: some questions and suggestions

This article first addresses the question of what tasks are. It suggests that rather than accept the common ‘communicative’ definition, we should return to a broader definition and then focus on key dimensions that distinguish (from the learner’s perspective) different types of task, notably degrees of task-involvement and degrees of focus on form or meaning. This approach helps us to conceptualize the complementary roles of form-focused and meaning-focused tasks in our methodology. It also shows the continuity between task-based language teaching and the broader communicative approach within which it is a development. Finally the article asks whether ‘task-based approach’ is really the most appropriate term at all for describing these developments in language pedagogy.

5 comentarios:

Yulyan dijo...
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Yulyan dijo...

You can post any suggestions about activities related to this approach. Thank you

Yulyan dijo...

Writing is a social act. Even when writers are English as a Foreign Language (EFL) students in a language classroom context, their texts always reflect their ability to solve a rhetoric problem, and their awareness of their own communicative goals, of the reader, and of the writing context.

Consequently, the text produced by EFL writers is always, as in any other writing situation, the product of a socio-cognitive process which requires complex cognitive abilities, as well as linguistic and cultural competence
This text describes a learning sequence designed for an English as a foreign language class, with five years of EFL. The learning sequence is planned according to the principles of task-based learning methodologies, in a communicative language teaching approach.

Writing a Letter Asking for Advice
In order to write a letter in English students have to be able to activate:

their knowledge of the specific genre configurations of the letter, starting with their representations of the letter structure in their own native language;
their textual competence in foreign language (knowledge of cohesion and awareness of aspects that contribute to textual coherence);
specific language related to topic (vocabulary);
their communicative intentions, and
the linguistic and the sociocultural profile of their readers.
The task here described requires the students to discuss multicultural patterns of interactive relationships among teenagers. Students are challenged to work collaboratively as well as individually. They are asked to think of a problematic situation concerning interactive relationships among teenagers and to write letters asking for and giving advice to help solve a problem.

Adolescent students are usually concerned with their relationships with their peers, as well as with the way their self-image is portrayed in these relationships.

Anónimo dijo...

Do you have any information about the Cooperative-learning approach?

Yulyan dijo...

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.