UNIVERSIDAD NACIONAL DE CHIMBORAZO. FACULT FACULTAD AD DE CIENCIAS C IENCIAS DE LA L A EDUCACIÓN HUMANAS Y TECNOLOGÍAS. CARRERA DE IDIOMAS. METHODOLOGY.
EXPOSURE OF: Task-as!" L!a#$%$&. Types of tasks in TBL approach: • •
Open tasks Closed tasks
Granda Zoila Lechon Mar!ory Leon "arla Merino Yesenia. #ifth $e%ester of lan&'a&e $epte%(er )*+, - an'ary )*+,
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as
INTRODUCTION Task/(ased lan&'a&e learnin& 0TBLL1 also kno2n as task/(ased lan&'a&e teachin& 0TBLT1 or task/(ased instr'ction 0TB31 foc'ses on the 'se of a'thentic lan&'a&e and on askin& st'dents to do %eanin&f'l tasks 'sin& the tar&et lan&'a&e. $'ch tasks can incl'de 4isiti 4isitin& n& a doctor doctor cond'c cond'ctin tin& & an inter4 inter4ie2 ie2 or callin callin& & c'sto% c'sto%er er ser4ice ser4ice for help. help. 5sses 5ssess% s%en entt is pri% pri%ari arily ly (ased (ased on task task o'tc o'tco% o%ee 0in 0in othe otherr 2ord 2ordss the the appr approp opria riate te co%pletion co%pletion of real 2orld tasks1 rather than on acc'racy of prescri(ed lan&'a&e lan&'a&e for%s. for%s. This %akes TBLL especially pop'lar for de4elopin& tar&et lan&'a&e fl'ency and st'dent confidence. 5s s'ch TBLL can (e considered a (ranch of C+,,)$%(a%! La$&)a&! T!a(/%$& 0CLT1.
Ba(k&#+)$" Task/(ased lan&'a&e learnin& has its ori&ins in co%%'nicati4e lan&'a&e teachin& and is a s'(cate&ory of it. Ed'cators adopted task/(ased lan&'a&e learnin& for a 4ariety of reasons. $o%e %o4ed to task/(ased sylla(i in an atte%pt to %ake lan&'a&e in the classroo% tr'ly co%%'nicati4e rather than the pse'do/co%%'nication that res'lts fro% classroo% acti4ities 2ith no direct connection to real/life sit'ations. (Richard.2006)
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as TYPES OF TAS0S IN TBL APPROACH There are a 4ariety of tasks that the teacher can 'se on 2hate4er topic he6she has selected to teach En&lish and accordin& to the %aterial he6she 2ill 'se. Colin Ca%p(ell +77)6anes 8illis +7796 ere%y Har%er +779 ha4e presented a lot of tasks fro% 2hich it has has (een (een cons consid idere ered d thos thosee that that are 'sef 'sef'l 'l for for pro% pro%ot otin in& & st'd st'den ents ts lan&'a& lan&'a&ee de4elop%ent and can help to the teacher to adapt and ('ild on. ;ot all of the acti4ities are e
1. 2%**% 2%**%ss (*ass% (*ass%3%( 3%(a% a%+$ +$ ‟
5s classified (y 8illis there are si< %ain types of task di4ided in close tasks and open tasks.
C*+s! Tasks Tasks They are tasks that are hi&hly str'ct'red and ha4e 4ery specific &oals.
TYPE PROCESS B#a%$s+#,%$&. By &ettin& LISTING T/!4 !$" + &!$!#a! a *+ st'dents dra2 on their o2n +3 a*k 3#+, *!a#$!#s5 6a# kno2led&e and e
ORDENING 8 SORTING T/!4 %$+*! "%33!#!$ 6#+(!ss!s. •
COMPARING T/!4 %$+*! (+,6a#%$& %$3+#,a%+$ +3 a s%,%*a# $a)#! ) 3#+, "%33!#!$ #!s+)#(!s +# !#s%+$s %$ •
RESULT OR OUTCOME Co%pleted list or draft %ind %aps.
o't (y askin& each other S!9)!$(%$&. 3t is to order $et of infor%ation that has ite%s actions or e4ents in a (een ordered and sorted lo&ical or chronolo&ical accordin& to a specific order. criteria Ra$k%$&. 3t is to sort the ite%s accordin& to personal 4al'es or specific criteria. Ca!&+#%%$&. 3t is to &ro'p ite%s 'nder &i4en headin&s.. C*ass%34%$&. 3t is to &ro'p ite%s in deferent 2ays 2here the cate&ories the%sel4es are not &i4in&
Ma(/%$&. 3t is to identify specific points and relate the% to each other. F%$"%$& s%,%*a#%%!s. 3t is to co%pare t2o or %ore set of
3te%s appropriately %atched or asse%(led. 3dentification of si%ilarities and differences
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as +#"!# + %"!$%34 infor%ation to find o't (+,,+$ +# "%33!#!$ 6+%$s si%ilarities. F%$"%$& "%33!#!$(!s. "%33!#!$(!s. 3t is to co%pare t2o or %ore set of infor%ation to find o't differences 0M.Torres )**71
1. LISTING Listin& %ay see% 'ni%a&inati4e ('t in practice listin& tasks tend to &et a lot to talk as learners e
0+1 3n pairs a&ree on a list of fo'r or fi4e people 2ho 2ere fa%o's in the )*th cent' cent'ry ry and and &i4e &i4e at least least one one reaso reason n for for incl' incl'di din& n& each each perso person= n= can can yo' yo' re%e%(er yo'r partners ('siest day>
•
0)1 On yo'r o2n %ake a list of all the thin&s he6she did. Then check 2ith yo'r partner. 8ere 8ere there any thin&s yo' yo' for&ot>
;. OR ORDE DERI RING NG AND AND SORT SORTIN ING G Orderin& and sortin& tasks in4ol4e fo'r %ain types: se?'encin& ite%s actions or e4ents in a lo&ical or chronolo&ical order= rankin& ite%s accordin& to personal 4al'es or specified criteria= cate&ori@in& ite%s in &i4en &ro'ps or &ro'pin& the% 'nder &i4en headin&s= classifyin& ite%s in different 2ays 2here the cate&ories the%sel4es are not &i4en. This can (e se?'encin& rankin& or classifyin&. Examples: Examples: •
0+1 3n pairs look at yo'r list of fa%o's people. 8hich people are %ost likely to re%ain pop'lar and (eco%e )*th cent'ry icons> Aank the% fro% %ost pop'lar to least pop'lar and (e prepared to !'stify yo'r order to another pair.
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as •
0)1 Look at the fo'r pict'res. They are %i
<. COMPARING Broadly co%parin& tasks in4ol4e co%parin& infor%ation of a si%ilar nat're ('t fro% different so'rces or 4ersions in order to identify co%%on points and6or differences. The processes in4ol4ed %atchin& to identify specific points and relate the% to each other= findin& si%ilarities and thin&s in co%%on= findin& differences. Co%parison tasks can (e (ased on t2o ?'ite si%ilar te
Co%pare yo'r list of possi(le )*th cent'ry icons 2ith yo'r partners list. Did yo' ha4e any people in co%%on> Tell each other 2hy yo' chose the%. Ho2 %any reasons did yo' (oth think of> #inally co%(ine yo'r t2o lists ('t keep it to fi4e people.
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Tell yo'r pict're story to another pair and listen to theirs. Co%pare stories - %ake a list of the %ain si%ilarities and differences.
Yo' 2ill (y no2 ha4e noticed that %any of these tasks carry on the sa%e the%es as in pre4io's tasks. 3t is possi(le to ('ild 'p a set of tasks on the sa%e the%e each one arisin& o't of the pre4io's one. This is an e
Ma(/%$&. - Yo' can %atch captions 6 te
0+1 Aead the te
•
0)1 Aead the fo'r headlines 5 to D. Match t2o pieces of infor%ation 0&i4en in +/ (elo21 to each headline. E Did yo' (oth 'se the sa%e cl'es> Rod (2003).
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as O6!$ asks These tasks are %ore freely str'ct'red 2ith a less specific &oal.
TYPE PROBLE-SOLVING T/! "!,a$" 6!+6*!5s %$!**!()a* a$" #!as+$%$& 6+=!#s a$" (/a**!$&! s)"!$s + !$&a&! %$ /! 6#+*!, 6#+*!, s+*! %. SHARING PERSONAL EXPERIENCE E$(+)#a&! s)"!$s + a*k ,+#! 3#!!*4 a+) /!,s!*!s a$" s/a#! /!%# !76!#%!$(! =%/ +/!#s. T/!4 "+$> /a! a "%#!(*4 &+a*-+#%!$!" as %$ +/!# asks. CREATIVE TAS0S T/!4 a#! +3!$ (a**!" 6#+?!(s. T/!4 %$+*! s)"!$s %$ s+,! k%$" +3 3#!!# (#!a%%4 =+#k. T/!4 a*s+ %$+*! /! (+,%$a%+$ +3 asks 46!s: *%s%$&' +#"!#%$& a$" 6#+*!, s+*%$&. O#&a$%a%+$a* sk%**s a#! %,6+#a$ + "!!*+6 /!,. T/!4 (a$ !$&a&! +)-+3(*ass #!s!a#(/. •
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•
PROCESS
RESULT OR OUTCOME
5naly@in& real or hypothetical sit'ations. Aeasonin& and decision %akin&.
$ol'tions to the pro(le%s 2hich can then (e e4al'ated.
;arratin& descri(in& e
Lar&ely social and far less tan&i(le. This kind of cas'al social talk can happen alon& other tasks types.
Brainstor%in&. #act/ #indin&. Orderin& and sortin&. Co%parin&. ro(le% sol4in& and others.
End prod'ct can (e appreciated (y a 2ider a'dience.
0M.Torres )**71
1. PROB PROBLE LEMM-SO SOL LVING ING ro(le%/sol4in& tasks %ake de%ands 'pon peoples intellect'al and reasonin& po2ers and tho'&h challen&in& they are en&a&in& and often satisfyin& to sol4e. The processes and ti%e scale 2ill 4ary enor%o'sly dependin& in the type and co%ple
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as tasks are often (ased on short e O" - so call police. The instr'ctions for the to2n centre traffic pro(le% in the e Example: •
Think of a to2n centre 2here there is too %'ch traffic. 3n t2os think of three alternati4e sol'tions to this pro(le%. List the ad4anta&es and disad4anta&es of each alternati4e. Then decide 2hich alternati4e 2o'ld (e the cheapest one the %ost %ost inno4a inno4ati4 ti4ee one one the %ost %ost en4iro en4iron%e n%enta ntally lly friendl friendly y one. one. Aeport Aeport yo'r yo'r decisions to another pair 6 &ro'p 6 the class and disc'ss 2ith the% 2hich sol'tion 2o'ld (e the (est one to p't for2ard to the local &o4ern%ent.
More co%ple< tasks like co%parin& and pro(le% sol4in& so%eti%es in4ol4e processes fo'nd in si%pler tasks like listin& - see pre4io's e
;. SHARIN SHARING G PERS PERSONA ONAL L EXPERI EXPERIENC ENCE E Tasks of sharin& personal e
<. CREA CREAT TIVE IVE TAS0S S0S These are often called pro!ects pro!ects and in4ol4e in4ol4e pairs or &ro'ps &ro'ps of learners learners in so%e kind of freer creati4e 2ork. They also tend to ha4e %ore sta&es than other tasks and can in4ol4e
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as co%(in co%(inatio ations ns of task task types types a(o4e. a(o4e. O't/of O't/of/cla /class ss research research is so%eti% so%eti%es es needed needed.. Or&ani@ational skills and tea%2ork are i%portant in &ettin& the task done. The o'tco%e can often (e appreciated (y a 2ider a'dience than the st'dents 2ho prod'ced it.
;. P#a P#a/) /) s (*as (*ass%3% s%3%(a (a%+$ %+$ ‟
ra(h' identifies three kinds of co&niti4e task types: infor%ation/&ap opinion/&ap and reasonin&/&ap tasks. •
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•
acti4ity in4ol4es in4ol4es the e
UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACIÓN' HUMANAS Y TECNOLOGÍAS Es()!*a "! %"%+,as
CONCLUSION. #ro% the aspect of teachin& %ethodolo&y and the practice of learners tasks can also (e di4i di4ide ded d into into clos closed ed task taskss and and open open tasks tasks.. Clo Closed sed task taskss are ones ones that that are are hi&h hi&hly ly str'c str'ct' t'red red and and ha4e ha4e 4ery 4ery speci specifi ficc &oal &oals. s. Open Open task taskss are are ones ones that that %ore %ore loos loosely ely str'ct'red 2ith a less specific &oalI 5s to readin& 2orkin& in pairs to co%pare the difference of topic (et2een t2o para&raphs is considered a closed task (eca'se the instr'ction and the infor%ation are %'ch ti&htened. 8hereas for the open task one typical e
Besides these closed and open tasks there are also so%e tasks co%in& %id2ay (et2een the t2o s'ch as pro(le%/sol4in& task or rankin& tasks 2hich ha4e specific &oals. B't they co'ld (e approached fro% different 2ays. ;o %atter 2hat task is en&a&ed in the learnin& process the 'lti%ate &oal is to create an effecti4e learnin& en4iron%ent in the classroo% to %eet three essential conditions: the pro4ision of e
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C%!s •
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++is, Rod (2003). Ta Task-based sk-based Language La nguage Learning and Teaching . Teaching . 7%ord, e: ;or 7%ord ''+ied -iguistics. $< 0=19=55219=.
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