FormFocused Interaction: All the students talking All the time

1
Form-Focused Interaction All the students
talking All the time

• Dr. Andrew Edward Finch

http//www.finchpark.com/books/index.htm
2
Form-Focused InteractionAll the students
talking All the time

• What is this presentation about?
• The learner
• What is learning?
• What is a task?
• Why do we use tasks?
• How can we use tasks?

3
The learner

• Different learning styles
• Different levels of proficiency
• Different learning backgrounds
• Different beliefs and perceptions
• Different affect (anxiety, confidence, motivation
  attitudes to learning)
• Different multiple intelligences

4
What is learning?

• Learning occurs inside the learner and is
  activated by the learner.
• Learning (behavioral change) is a consequence of
  experience.
• Learning is a cooperative and collaborative
  process.
• The process of learning is emotional as well as
  intellectual.
• Learning combines work and play.
• Learning is a religious experience.
• The learner is a free and responsible agent.
• The processes of problem solving and learning are
  unique to each person.
• Teaching is learning. (Rogers, 1951).

5
What is a task?

• Tasks share some common characteristics
• "Meaning" is most important
• There is some sort of communication problem to
  solve
• There is some sort of relationship to comparable
  real-world activities
• Task completion is important
• The assessment of the task is in terms of outcome.

6
Why use tasks?

• the inherent value of problem-solving tasks in
  generating learner interaction and the
  negotiation of comprehensible input (Long 1983
  1985)
• learning tasks call upon and engage the same
  abilities which underlie communication itself.
  (Breen 1987161)
• tasks allow students to learn what they need to
  learn at the rate that is best for them to learn
  it. (Van Lier 2000)

7
How can we use tasks?

• one-way tasks should precede two-way tasks
• static tasks should precede dynamic tasks
• tasks in the present time should precede ones
  using the past or future
• easy tasks should precede difficult ones
• simple tasks (only one step) should precede
  complex tasks (many steps). (Candlin, 1987)

8
(No Transcript)
9
Next A Practical Approach