Using Task-based Language Learning and Teaching in Mixed Level Language Classroom

1
Using Task-based Language Learning and Teaching
in Mixed Level Language Classroom

• Shengjie Lu
• Seton Hall University
• Shengjie.lucy.lu_at_gmail.com

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Outline

• Background of my teaching class
• Reasons for using TBLT
• The theories and definitions of TBLT
• ACTFL Standards and Proficiency Guidelines
• The traits of TBLT
• Three Tasks
• Coca-cola poster
• Detective story
• WebQuest task
• Conclusion and Discussion

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Background

• My class situation
• Graduate class
• Mixed level
• Text Book
• All Things Considered
• Newspaper
• Authentic

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Solving the Problem TBLT

• The Definition of Task-based Language Learning
  and Teaching
• There are various definitions of TBLT
• Two different theoretical accounts of task-based
  language use and learning (Ellis, 2000)
• psycholinguistic theory
• socio-cultural theory
• The Traits of Task-Based Language Learning and
  Teaching
• Workplan-input and instructions (Ellis, 2000)
• task(learning environment), task-based L2
  performance (a communicative behavior in this
  learning environment) and task-based L2 learning
  (second language acquisition). (Ecketh, 2008)
• Meaningful communication, interaction, outcome

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The Reasons (1)

• ACTFL Standards and Proficiency Guidelines
• 5Cs (Standards)
• Communication
• Cultures
• Connections
• Comparisons
• Communities

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The Reasons (2)

• Speaking proficiency Guidelines for Intermediate
  through Advanced level (ACTFL 1999)
• Characters of the advanced speaking proficiencies
  
• (i) conserve a clearly participatory fashion
• (ii) initiate, sustain and bring to closure a
  wide variety of communicative tasks, including
  those that require an increased ability to convey
  meaning with diverse language strategies due to a
  complication or an unforeseen turn of events
• (iii) satisfy the requirements of school and work
  situation
• (iv) narrate and describe with paragraph-length
  connected discourse.

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The Reasons (3)

• The Traits of TBLT
• The meaning is primarily for task (Skehan, 1988
  Ellis, 2000)
• The goal(outcome) needed to work towards (Skehan,
  1988)
• developing linguistic abilities as a prerequisite
  for communicative activity
• interpersonal and referential communication, i.e.
  focusing on the negotiation of meaning, which is
  based on Longs Interaction Hypothesis. (refer to
  by Ellis, 2000)
• As Breen mentioned that task can be a brief
  practice exercise or a more complex workplan
  that requires spontaneous communication of
  meaning. (refer to by Ellis, 2000)

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Three Tasks

• Simple Task
• Coca-Cola Commercial Poster
• Comprehensive Task
• Detective Story
• Presidential Election
• The Principles of the Task Design
• Meaningful Communication
• Individual Differences

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Task 1 Coca-Cola Poster (1)

• Materials
• Qi Pao he Kuaizi

Coca Cola poster from the 1920s depts.washington.e
du/chinaciv/graph/tcommain.htm
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Task 1 Coca-Cola Poster (2)

• Goals
• Comparisons
• Descriptions
• Opinion Exchanges
• Procedure
• Sentence pattern and vocabulary sheet
• Group students
• In-Class opinion exchanges
• Discussion (Optional)
• Presentation (Optional)

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Summarize Task 1

• Take Circle
• Pre-task is necessary
• Core-task is carried on in class
• Post-task (follow-up) is not necessary
• Implement
• begin talking about pictures easily for different
  Learners
• Short episode
• Brief directions
• Facilitate daily teaching and practice in
  classroom

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Task 2 Detective Story (1)

• Materials
• Sentence patterns by the half of the semester
• Writing the detective story by myself
• Listening and Reading

Procedure
Reading passages and listening texts
The materials for one Student
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Task 2 Detective Story (2)

• Goals
• Review
• Descriptions
• Expressing opinion
• Type of Task
• Information Gap
• Procedure
• Pre-task Listening, Reading and questions
• Core-task
• information exchanging
• finding out the criminal
• Post-task (follow-up)
• Writing a Investigation Report

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Summarize Task 2

• Take Circle
• Pre-task very crucial phase to prepare students
• Core-task teacher needs to facilitate students
  exchanging information
• Post-task (follow-up) to reflect and recall the
  process of the task by writing
• Implement
• Helping learners to do comprehensive review
• Using comprehensive language skills
• Interpersonal interpretative presentational
• Developing learners strategies

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Task 3 WebQuest (1)

• Website content must pertain to an Internet-based
  exploration of a topic. A WebQuest is designed to
  be a group effort, containing different "Roles"
  for the different members of the group, all
  contributing uniquely to the project. It is not
  merely the posting of an individual student
  assignment that utilitzes the internet for
  research.
• All materials for completing the WebQuest must be
  available on the site or through the internet
  links. The site must be fully usable by teachers
  from any school.
• Website content must contain internet links, and
  incorporate them as an integral part of the
  "quest". It may not be used to post projects
  unrelated to the internet.
• Website content must include a Task and a Process
  towards a clear student deliverable. It cannot be
  used merely a means to post a list of links.
• (Teacherweb, 2010)

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Task 3 WebQuest (1)
http//teacherweb.com/WQ/HighSchool/CHIN6112/index
.html
http//teacherweb.com/NJ/SetonHallUniversity/LU/ap
t4.aspx
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Task 3 WebQuest (2)
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Task 3 WebQuest (3)
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Conclusion and Discussion

• The traits of TBLT are very related to ACTFL
  Standards and Proficiency Guidelines
• Communication
• Meaning
• Interaction
• Negotiation
• The advantages of TBLT for a mixed level class
• Concern about individual learner
• Assigning appropriate language materials to
  different learners