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IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza UNIT 3 PPP - TBL

CLT: Key concepts PPP Model TBL Model Tasks

a) Communicative Language Teaching: Key concepts Bibliography Thompson, G. (1994) Some misconceptions about CLT, ELT Journal. Vol. OUP Basic dichotomies and polarities (Lewis, M. (1993), The Lexical Approach) Usage use These are two aspects of performance. Usage is the aspect which makes evident the extent to which the language user demonstrates his knowledge of linguistic rules, conforming to the codified paradigms of the language. It is independent of context; it is a manifestation of our knowledge of the language system of English (correctness) Use is the aspect which makes evident the extent to which the user of the language demonstrates his knowledge of linguistic rules for effective communication: functional and contextual appropriacy of an utterance. It shows the speaker's intention in producing an utterance (Illocutionary force/value) Many sentences occur in textbooks and are used in grammar practices which are well-formed English sentences but it is sometimes very difficult to imagine anyone actually using them. Signification value Signification is the kind of de-contextualised meaning that a sentence may have, out of the codified meaning of individual words. Meaning that may be found in dictionaries. Meaning that does not contribute to communication. People call it the (supposed) constant meaning. Value is contextualised meaning. Context and real world experience help us to interpret the value of utterances as different from the signification of sentences. In the real world, language is used for pragmatic purposes: to get things done. You make your meaning as clear as it needs to be for the other participant to understand to achieve a common purpose. Cohesion coherence Both aspects make discourse hang together. Cohesion refers to grammatical linking of one part of a text to another. It is one of the factors which makes a text something more than a sequence of sentences. Coherence is the connection between two communicative acts: it is pragmatic linking (situational) Accuracy fluency Accuracy: students should get the language right (practice based on behaviourist theory: accurate language was highly valued and all other language was banned. Accuracy practice implied one correct answer only) Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza Fluency: exercises arose when people realised that accuracy alone was not enough. Knowledge of what was correct was not sufficient: sts need to use the language and fluency activities prepare them for that. In PPP, accuracy and fluency are catered for. Fluecy practice may result in inaccurate language and the latter can also be successful: it can achieve the pragmatic ends of the user. Learning acquisition According to Krashen, Acquisition is the spontaneous process of rule internalization tat results from natural language use (Krashen, in Ellis 1985). He claims that if you understand what is said, the language used (comprehensible input) will contribute to your long term ability to use the same language yourself. Learning is the development of conscious L2 knowledge through formal study. Input Intake Input is the language presented to sts through reading and listening. Traditionally the amount of input was restricted and sequenced. Modern theorists would agree that large quantities of diverse input are highly desirable. But not all input will result in intake: the language learners benefit from and integrate. Input must be comprehensible (i+1). There are also factors such as tiredness, level, motivation, attention etc., which influence the relationship between input and intake. Product Process Product refers to any language the students create. But products are created as a result of processes: an essay is not produced as a totality: it is produced through a process of planning, revision, organization, re-organization, etc. Processes are at work in all language use. Unluckily very often teachers are product-oriented: they correct, mark, correct pronunciation, and other product-oriented activities. Learning is process-oriented. AIM OF CLT: to foster communicative competence Describes language itself (Grammatical Competence) Describes what people do with language (they use it to mean what they want it to mean in the right circumstances) TASK: Think of your own practice and try to mention key features of communicative practice that are included in it. Crucial question: Does CLT include features of structural language teaching or does it somehow stand in opposition to it? It includes certain features of FORM: * structures as aim * activities or tasks presenting new structures * tasks or activities that practise them or even drill them * teachers conducting form-oriented practice from the front of the class and correcting sts' mistakes Now, what makes CLT communicative?

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza MEANING: tasks focus on meaning: students focus more on what they are talking about and less on accuracy. They also focus on who they are talking to; why they are talking; what they feel about the topic, and the same happens in reading, writing and listening. MOTIVATION: so students must be motivated by real language use (and not so much by formal language choices) so topics should be motivating and teachers should think about students' real life and communicative needs. AUTHENTIC examples of English should be chosen and real-life tasks should be used: arguments, debates, role-plays. Sometimes they use 'classroom tasks' but they must have a problem-solving nature, because they draw attention to task objective and away from form. The FOCUS of CLT Lessons: Structural tasks (form-focussed) ==> Accuracy (prepare SS for communicative tasks) Communicative tasks (message-oriented) ==> Fluency This is why we refer to CLT as the PPP model => it moves from Presentation to controlled practice to freer practice (from FORM to MESSAGE) But we have to be realistic: communicative tasks are NOT free, indeed: there is explicit guidance to support sts. in message-focussed activities. INTERACTIONAL PATTERNS Teacher-pupil Whole class interaction St St interaction in pairs or groups (these are vital)

ROLES OF THE TEACHER There are several key roles: To manage interaction To guide progress of lessons through the different stages To assess To evaluate To provide resources As participant ETHOS OF CLASSROOM (Atmosphere Relationships) Students will communicate freely if they feel comfortable so a rigid atmosphere runs counter to CLT. Most appropriate is an ethos of warmth and encouragement within firm boundaries.

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza

b) PPP model Presentation: the focus is a point of grammar so that rules will be understood and internalized. Practice: practice activities are designed to automatize rules. It is intended to convert declarative into procedural knowledge. Learners do not express personal meanings. They are working through exercises that provide ready-made meanings. Production: the degree of support and control is reduced. Learners will be required to produce language more spontaneously basing on meanings they want to express. BUT: are learners really able to transfer so easily? Yet, PPP is widely supported because * It is very comforting and places the teacher in charge of proceedings: you decide what to teach and when. * It is easy to organise * It lends itself to accountability: clear goals, precise syllabus, not affected by learners factors. It is based on whatever units are convenient and in whatever order.

c) Task-based learning * General considerations * Definition and characteristics of 'task? * Importance of tasks * Framework for TBL - Pre-task - Task Cycle - Language focus * Roles of the teacher Bibliography: - Seedhouse, P (1999) Task-based Interaction. ELT Journal, Vol. 53/3, OUP - Willis, J. (1996) A framework for TBL in Willis & Willis (Eds.) Challenge and Change in Language Teaching, Heinemann

General Considerations

The convenient starting point for a discussion of TBL is to consider more traditional methods, such as PPP (see above) So, WHY TBL, then?

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza Because the focus is on tasks, on the completion of tasks. The focus is NOT on language: it is on the task and the attention that is given to language is only in order to complete the task. Errors are not corrected. Prahbu (the one who started TBL) speaks of 'language repairs' or 'incidental corrections' in which the focus is not on language, since there is o provision of grammar rules. This is different from 'systematic correction' which consists of long interruptions, explanations, examples to prevent students from making that mistake again. According to Skehan, there are two versions of TBL 1) STRONG FORM: * Tasks are the whole language course. They are the syllabus. Everything else is subsidiary. * The focus of the task is on the outcome. Correction is incidental * Pre-task: practice run by the teacher is similar to what students will do in the task phase. It makes up for the lack of systematization, language presentation or correction. * It drives language development forward. 2) WEAK FORM: * tasks are a vital part of instruction but they are embedded in a more pedagogical context. * They are preceded and followed by focused instruction (pre-task and Language focus) * Similar to CLT, only with Production based on tasks rather than on guided production activities.

Definitions and characteristics of TASKS

'A task is an activity in which language is used for communicative purposes: to achieve an outcome' The tasks are similar to those activities used in CLT. They are not innovative. Sometimes they even lack authenticity but what is innovative is the use they are put to, i.e., the way in which they are used: language is not important, the outcome is important. A task is an activity in which 1) 2) 3) 4) A task * does not give learners other people's meanings to repeat * is NOT concerned with language display * is NOT conformity-oriented * is NOT practice-oriented Importance of tasks meaning is primary there is some communicative problem to be solved task completion has priority assessment in terms of outcome

Tasks are important because they enable acquisitional processes to operate. Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza HOW? If students are engaged in tasks, they get engaged in interaction. This allows negotiation of meaning because in order to complete the task they need to express meanings and this pushes their interlanguage (IL) forward. When this happens, students are more likely to internalize new language. Now, it is widely known that students do not learn what teachers teach when teachers teach it (PPP) They learn when their IL system is ready to do so. But, when is the IL system ready then? What can teachers do to foster this? * teachers must try to focus students' minds on meaning before introducing form (CLT first presents form, then meaning) so teachers must engage students in tasks that will create in them a need to mean. * When this need has been created, the IL system is more permeable, more open and so students are at this moment ready for a focus on form. (Their IL system is more ready to learn)

A need to mean

Noticing + Reflection Structuring Test Noticing RE-structuring about input hypotheses

I need to express past, but I don't know the Past tense, Then I say 'I go yesterday' or 'I go +gestures' I make myself understood but Ii notice this is not what natives or the teacher say: I notice

Noticing + reflection will result in input becoming intake (I begin to internalize b' I want to mean) and structuring takes place

As a result of structuring , I test I notice tha gap again: 'I goed yesterday' or 'I must to have' and natives don't say this so

USE OF NEW

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza

Framework for TBL

1) PRE-TASK prepares SS for task itself. Here topic is


introduced or identified. T explores SS' knowledge on the subject (brainstorming) T may give tasks instructions. If there is teaching, only to mobilize or make salient the lang. relevant for the task itself a) TASK ITSELF (with whatever language. Focus on completion. It creates need to mean b) PLANNING STAGE: they start Worrying about FORM. They start reflecting and noticing c) REPORT STAGE: they go public

TBL 3 Phases

2) TASK CYCLE

3) LANGUAGE FOCUS

a) Analysis b) Practice

CAREFUL: TBL is not the reverse of CLT because form is worked upon in the middle, not at the end. Task itself: the teacher only monitors. T observes and encourages from a distance. If T is too close, SS will tend to resort to him and SS must find a way to express their meanings themselves. Teacher must * make sure all groups are doing what they have to be doing * encourage ALL SS to participate * interrupt and help only if there are communication problems * notice who are doing most of the talking and who are left out so as to change groups or roles next time * notice if SS resort to L1: when and why * act as time keeper After task => one or two brief comments on points of interest and positively Why Planning and Report Stages? Because tasks in themselves are not enough. They help SS become better communicators and learn new words and phrases from one another but they do not help with the internalization of new language. Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza If we only do tasks, we run the risk of sts. Achieving FLUENCY at the expense of ACCURACY (fossilization) and * some sts will use L1 when things get difficult * some will resort to communication strategies (mime and gestures) *some will provide only words, others, more challenging language So in the Planning Stage, through a need to mean, sts will notice and reflect and start structuring so as to go public in the Report Stage. Be clear about the Report Stage: * if report is for an outside audience * if it will be written or oral * if they can use dictionaries, grammar books, etc. * set time limit * assign specific roles if necessary. In report Stage, be encouraging. Focus on the things they are getting right. Do not devaluate their work. Do not make negative comments. Point out the areas in which they are improving. Positive reactions will increase their self-esteem and motivation and will spur them to greater efforts next time. Language focus The teacher does not need to be the leader here. She introduces the activities and is on hand to help while SS do them. Analysis: these activities are called consciousness-raising or language-awareness activities or even meta-cognitive activities. They involve learners in the study of the language forms that were used and needed during the task. SS are already familiar with the meanings expressed and now they have the chance to study the FORMS which realise those meanings e.g. How many phrases refer to people? How many phrases refer to place? Find 3 verbs with 'had'. Could you use Simple Past instead? Would it change the meaning? Language Practice activities are useful for consolidation and revision. They can be done in groups, pairs, singly or at home. Also the teacher can work with the whole class. e.g. Repetition. Listen and complete. Gapped examples. Progressive deletion (delete words in a sentence. Sts go on giving the sentence trying to recall deleted words) Unpacking a sentence (choose a long sentence from a familiar text. Ask sts to write the same info in as many short sentences as possible) Repacking a sentence (sts pack info from the short sentences back into one long sentence without looking at the original one) Matching words to definitions. * Roles of the Teacher in TBL * When SS do TASK: T observes and encourages SS T checks if they are all working, if they use L1, if they are doing what they have to do *Planning Stage: T is around to help SS out with new wordings. T is facilitator and Language advisor * Report Stage: T is chairperson: he/she indicates turns; sums up at the end; checks time

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza * Language Focus: T is not leader: she explains activities and is on hand to help if necessary T leads when reviewing activities

CONCLUSION Remember that TBL is not just making SS do one task after the other. If this were the case, learners would gain fluency but at the expense of accuracy. So task should be ONE COMPONENT in a larger framework. That's why we must always tend to favour a WEAK FORM of TBL, in which the task is one component in a more pedagogical context. Tasks * Types of task * Task difficulty * Components of tasks Different types of tasks

NUNAN: 2 types 1) Real world Tasks (communication tasks) Focus on actual sharing of meaning and they are derives from needs analysis. Rehearsal to use language outside classroom. 2) Pedagogical task (Learning tasks) not real world but useful to stimulate language development. Exploration of knowledge systems. DUFF 1) Convergent tasks: one right solution 2) Divergent tasks: different solutions LONG 1) Two-way tasks: each participant has some knowledge 2) One-way tasks: one participant has all the information IMPORTANT: A task may be real-world. However, preparatory tasks are going to be more pedagogic. ATTENTION!! To prepare work on a unit, prepare the final task first and then, from this, work back: you plan preparatory tasks and exercises to provide SS with language, the skill and the knowledge they need for the final task. Task difficulty

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza According to Nunan, task difficulty is determined by: * Learner factors: Motivation Confidence - Prior learning experience - Learning pace Learning ability - Cultural knowledge and awareness - Linguistic knowledge * Text factors: Size and density Format Contextual clues - Content * Task Factors: Relevance to learners Complexity Amount of context given Language demands by task - Help available degree of accuracy required degree of appropriacy required Time available Tasks should be neither too difficult nor too easy. Half of the SS must be successful in at least half of the task. The more demanding the task, the more attentional resources will be consumed for task transaction and this results in less attention available for focus on form. Then the scope for residual benefit is reduced. Task components

Nunan, D.: Designing tasks for the Communicative Classroom Being aware of task components will help teachers * select * adapt * modify * create their own tasks Nunan recognizes 4 components: 1) Goals 2) Input 3) Activities derived from input 4) Roles of teachers and learners GOALS: are the intentions behind a learning task. e.g. I want to develop confidence in speaking I want to develop their personal writing skills I want to encourage them to negotiate info to develop interactional skills. There can be more than one goal involved in one task. Goals are not mutually exclusive. INPUT refers to the point of departure for the task. It can be derived from a wide range of sources: * letters * street maps * newspaper stories * weather forecast * picture stories * business cards * brochures * CV * photographs * etc.

Prof. Nora Alvarez Prof. Rita Far 2012

IES LV JR Fernndez - Profesorado de Ingls Metodologa y Prctica de la Enseanza ACTIVITIES specify what learners will do with the input ROLES refer to the parts learners and teachers are expected to play in the tasks and also the relationships between the participants.

Prof. Nora Alvarez Prof. Rita Far 2012

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