Tuesday, December 30, 2008
CALL Teaching Ideas-Task-based Instruction
Write a blog entry for each weeks reading. Point out what was most important in the reading --you can be critical--and describe how you will apply the knowledge in your teaching. Describe explicit teaching ideas. Posts are due each Friday for the weeks readings.
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Overall, I found the Doughty & Long reading to be quite insightful for the use of technology in the classroom. For example, technology can help learners receive frequent corrective feedback on target tasks. In other words, the learner has ample opportunity to practice a language feature, etc., that may be problematic. Technology also offers elaborate input, or modifications to genuine or simplified texts, which leads to a greater comprehension of authentic materials in the target language.
ReplyDeleteI also gleaned that task-based instruction and activities are very important to develop a communicative learning environment. These activities help learners to understand that their tasks have purposeful meaning, and better prepares students to speak in the target language for everyday situations. Students also have less anxiety through cooperative learning, with the instructor acting as facilitator, yet providing the necessary corrective feedback in the target language.
I also would like to add that I will implement what I have learned to apply to my lesson plans that require the students to read authentic French texts. The use of technology will enable the students to better comprehend the reading.
ReplyDeleteRegarding task-based activities, I will incorporate them into my everyday lesson plans. These types of activities are critical in creatng a communicative language teaching environment. These activites help to break the monotony of textbook exercises, and students have the opprotunity to put what they have learned into practice.
I used to have a colleague who always commented on the latest gadget, program, or bit of tech. that I spent department money on -- he said "Great, but will that make you a better teacher?" Then he went back to his little yellow legal pad and manual typewriter. The Doughty and Long article goes some way towards answering this question: by providing individual feedback, lessening anxiety, enhancing group work, and adding interest to lessons this technology can provide a better "learning experience" for students even if doesn't necessarily make you a "better teacher."
ReplyDeleteOh, sorry -- "Mango Haiku" is my google handle -- I better create another just for this class!
ReplyDelete-Jonathan Gourlay
Also: visit the Mango Haiku blog at: http://www.kandjgourlay.com/dasblog
In almost every article published about ELT, I feel that a prevailing theme is that, as with any teaching, but perhaps moreso with this field, every class will be different, and a teacher can only know what will work for the various learning styles within that class once they have had a chance to meet them. I think that task-based instruction, however, is an obvious important element to language learning. I think that any opportunity for a language learner to utilize the linguistic resources they are building will only help them to improve and grow. Although often times this type of lesson takes the teacher out of focus, I think that teachers need to recognize their responsibility to be available, even if from the sidelines, and also to make sure that learners are equipped with the skills necessary for the tasks assigned to be carried out in a useful and effective way. The same goes with technology: teachers must see it as their responsibility not only to share any resources that will aid in the learning process, but also to make sure that learners understand how to use them, and what the purpose/goal/outcome of doing so is. Also, teachers should use the wealth of resources available online to help them plan and present tasks in class.
ReplyDeleteI took particular note of the criteria for structuring activities that Lee included in Chapter 2. I think that in an ESL environment, it is particularly important to break down topics into smaller, more manageable components, to create a sequence of concrete tasks for learners to complete as they work toward fulfilling a larger task, and to carefully consider the linguistic support that may be necessary for learners to complete each step of the process. While the two example tasks included in the chapter are not terribly interesting, I think that they are valuable in that they clearly illustrate how a simple question-and-answer activity can be turned into an opportunity for learners to negotiate meaning with their classmates. One thing that Lee doesn't seem to take into consideration (though Skehan briefly mentions it) is how different learning styles may be accommodated in task-based instruction.
ReplyDeleteWhile I like the idea of using task-based instruction - particularly the use of authentic materials and tasks and the idea of working toward a practical goal rather than completing meaningless exercises, I want to be sensitive to the needs and preferences of those learners who may prefer to learn through other, more "traditional" methods. As Heidi said, I think that a lot depends upon the particular program and group of students with which you are working.
- Trischa
This comment has been removed by the author.
ReplyDeleteI am greatly interested in the issue of the mass commercialization of distance learning brought up in the Doughty/Long article because it definitely will be an issue we will have to deal with and will effect some of our futures as ESL/EFL instructors. As technology continues to envelop our lives and costs fluctuate, I wonder if many EFL programs in schools and universities will opt for distance learning over importing an actual teacher. During this class, I wish to consider the feasibility of technology both in the classroom and in the context of a "global campus" because perhaps some of us may end up developing materials and software for these sorts of distance learning programs. Even when I was initially searching for a MATESOL program, I found many "global campus" programs you could join so you could continue to teach abroad while enhancing your qualifications. In light of these facts, I believe it is VITAL that we critically assess the implementation of different forms of technology in the contexts of both our presence and absence in a classroom. I wonder to what extent technology should act as a replacement for the human element of language teaching and to what extent it should act as more of a supplement.
ReplyDeleteI found the strategy of task repetition quite interesting and as well as a beneficial technique to utilize in class. Skehan points out that task repetition may be helpful for students to develop further accuracy. I think that this strategy helps students gain a larger understanding of both content as well as practical language use. I can actually recall a previous lesson where this was done on multiple levels. Students were partnered up and were instructed to do research on how to prepare various international dishes. Then, students had to create their recipe; finally, a few were chosen to present on how to prepare that particular dish. Shekan states that students performing a task "privately" followed by the "public" completion of the task supports the langauge learning process.
ReplyDeleteAnother point not explicitly stated in all of the articles and continues to reconfirm my own beliefs is that, we ESL/EFL teachers MUST be continually creative when designing tasks. Tasks are most effective when they accurately represent real-life situations. Ideally, the tasks would be based in reality; for instance, students have to accomplish a real-life task. Students have to successfully call and make reservations at a local restaurant. These type of tasks that mimic real-life or are situation in reality provide the most beneficial practice.
I really look forward to the occasions when I can use Task-based instruction in my ESL classroom. It is such a logical solution to language learning (at least for ESL purposes), it kills me that this is a relatively new idea in the teaching world. I'm just bummed that it is still so new that we as teachers don't have a solid resource book to draw upon (i.e. pick up an idea and then modify for the class / context etc..) I guess that's a project in my near future.
ReplyDeleteI thought the 3 articles did a really good job covering the different aspects of using TBI. They made me aware of its strengths & weaknesses, and several things to consider when implementing it. And, quite honestly, I learned a lot in regards to creating the ideal classroom environment.. teaching methods & best situations for the student.
Distance Learning... definitely where the classroom is headed. Not necessarily replacing the traditional classroom, but as we become more & more digitized in our lives, this will become a "norm" and an expected feature produced by our universities & language experts. I was relieved to see that extensive research is being done in order to craft an ideal DL environment, as I've read about several examples of poorly constructed programs that have been put on the market - not for the good of the student nor for learning, but with the sole purpose of making money & quick! (most likely because it's lacking the research).
A good deal of the readings in the methodology course that many of us took this fall stressed communicative competence as a goal for language teaching. Of course, what's the point of learning a language if you can't use it. Knowing grammar, vocabulary, and other typical elements in learning a language are good in that they are part of a means to an end - using the language, living. That is what I really like about task-based activities - they incorporate the challenges of communication into the classroom. Learners are forced to manipulate their language and deal with that of other people. This back and forth, this dance, is how people are able to communicate. There is a quote from the reading that illustrates the value of tased-based learning. From Lee, "Tasks provide learners a purpose for language use.... By completing tasks, learners use language as a means to an end." Also, the demands of this interaction will hopefully alert students to deficiencies in their language ability and motivate them to develop the skills they are lacking. My own language learning experience did not contain enough task-based learning and I feel I paid the price for it when I lived abroad.
ReplyDeleteNow, with computers and the internet being what they are, it is our challenge to develop ways to incorporate task-based learning into the current technology. This is something I hadn't spent much time thinking about before this course but I'm looking forward to seeing what develops.
I think task-based activities are advantageous to the students because they allow them to be actively involved in using communication strategies, such as confirmation, clarification, requests and others.
ReplyDeleteBecause those activities are focused on the use of authentic language, I believe they help students develop their fluency and consequently their confidence.
Another advantage of task-based activities is the fact that they are likely to be familiar to the students (calling customer service for help, buying movie tickets, for instance) and this may be a reason for them to be more engaged and motivated. I will integrate task-based activities into my classes and one of the best ways to do that is by using technology. Through technology students can have access to authentic language (newspapers, magazines, radio, videos,podcasts) and be exposed to comprehensive and valid input. This is especially important and makes a big difference in an EFL situations.
Task-based activities (in the Lee article) create an organized way of learning. Every sub-task leads to a final task. By creating a focus task, and then creating tasks that will lead to it, students will feel as if each task has a real purpose because without that task, they will not be able to proceed to the next. This ensures a certain level of production quality. This is especially true for adult learners. If they are given an assignment that does not seem very purposeful, they might not be motivated to complete it.
ReplyDeleteSkehan discusses different aspects that need to be taken into consideration when developing and applying task-based instruction. How much will the students really benefit from it? I think that with the right amount of preparation, the students will greatly benefit from task-based instruction. They will be able to apply their target language knowledge in a way that hasn't been allowed before, that is interactively within a purposeful context.
Doughty & Long discuss how to apply technology to TBLT. As they mention, this will be more easily used by younger learners because technological resources available now are more like second nature to them. Keeping this in mind, this style of teaching should not be considered an "option", but rather, be taken as the development of a new way of teaching.
In the article “Principles of Instructed Language” Ellis states that theorists agree that “only when learners are engaged in decoding and encoding messages in the context of actual acts of communication are the conditions created for acquisition to take place”. This is one of the aspects that task-based instruction makes meaningful: students are not only given the opportunity to engage in structured activities that are subgoals necessary to complete a final task, they are also provided with opportunities to focus on these subgoals separately, but at the same time observing a connection between everything they are doing.
ReplyDeleteI taught a class about sports for a Spanish I class and truly I did not feel that simply giving students vocabulary would help them speak about their interests. The book I was given to work with had a voc. section followed by grammar activities and short readings, but there was no culminating task. My class was only to introduce them to the vocabulary, but had I been given the opportunity to do the entire chapter with them I think I would have given the students more focused tasks. For example, I would have introduced the students to the grammar section by explicitly teaching the forms, but following this by an activity connected to a final task. I was thinking that possible tasks would be to create and conduct an interview or survey. Students would use the forms and vocab they learned to come up with their own questions. A similar task could be preparing students along the subtasks in setting up a sports TV ad or news report, even something informational. I think that as Ellis claims that students shows more intrinsic motivation when they are given a variety of ways to show their understanding.
In the article “Developing Task-based activities”, a task is described as having an objective, in which participants focus on meaning exchange, and where learners must comprehend, manipulate, and or produce the language as they perform some set of workplans. I believe that if students were to be guided through activities and produce scrip and perform a sports/news report, they would be taught in a more meaningful way than just simply having their teacher assess them with questions like “What is your favorite sport? Describe it.”
(this is a repeat - just so it is tagged w/ my name)
ReplyDeleteI really look forward to the occasions when I can use Task-based instruction in my ESL classroom. It is such a logical solution to language learning (at least for ESL purposes), it kills me that this is a relatively new idea in the teaching world. I'm just bummed that it is still so new that we as teachers don't have a solid resource book to draw upon (i.e. pick up an idea and then modify for the class / context etc..) I guess that's a project in my near future.
I thought the 3 articles did a really good job covering the different aspects of using TBI. They made me aware of its strengths & weaknesses, and several things to consider when implementing it. And, quite honestly, I learned a lot in regards to creating the ideal classroom environment.. teaching methods & best situations for the student.
Distance Learning... definitely where the classroom is headed. Not necessarily replacing the traditional classroom, but as we become more & more digitized in our lives, this will become a "norm" and an expected feature produced by our universities & language experts. I was relieved to see that extensive research is being done in order to craft an ideal DL environment, as I've read about several examples of poorly constructed programs that have been put on the market - not for the good of the student nor for learning, but with the sole purpose of making money & quick! (most likely because it's lacking the research).
Doughty and Long has made a good job informing us how to implement technology into the teaching of a second language. The fact that they mention several activities in which we can use technology gives me hope to really apply it in my classroom. I like the fact that he has activities for everything: for input, for the learning process, and for outcome.
ReplyDeleteWhat I have to say is that it will have to be very difficult for a teacher to start without the support of a textbook. I know that the authors mention that we should only focus on tasks and promote learning only by tasks, but it would be like asking teachers to write a new book that would fit into the students’ characteristics and include all the necessary tools that teacher could need, including “rich input,” while “engaging inductive learning” but also with a “focus on form.”
On the other hand, I believe that there is no better way of learning a language and acquiring fluency than through communication with others. It is also very attractive for adolescent learners, who are very much into technology these days. I really like Ellis idea of having a clear objective for the task that we want to use. This way students can complete the subgoals with the focus already established. Overall, I really like task based instruction, even though I haven’t had the opportunity to witness a successful one.