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Task based instruction
- 2. About the Author • Peter Skehan is a Professor of Applied Linguistics at King's College, London. • He has published many articles about language teaching. • He is currently researching the nature of fluency in task-based performance and the relationship between the quality of interaction and the nature of linguistic performance.
- 3. Format • Gives the reader a clear guideline of the article. It is divided into five sections:- • 1.Introduction and contextualisation of task- based instruction. • 2. Explanation of research into task-based instruction and the different perspectives. • 3. Language used in tasks, accuracy and fluency. • 4. Use of tasks from a pedagogic point of view. • 5. Critiques and Conclusions.
- 4. Objectives • To familiarise the reader with task-based instruction. • To promote the research of tasks within communicative language teaching and second language acquisition. • Approaches to measuring performance in task-based instruction.
- 5. What is a task? According to Bygate, Skehan and Swain (2001) “A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective.”
- 6. Key Points • 1. In 1970s there was lots of change towards language teaching and a move towards the communicative approach. • Communicative activity was replaced by the term `task.´ • Feedback is essential in tasks. • Researchers, testers and teachers are the three major groups of task users.
- 7. • Researchers use tasks to explore “theoretically motivated questions.” • Language testers are concerned with the collection of data. • Teachers take pedagogic approach. Their focus is in the classroom, the learner, and the language learning process.
- 8. Section 2- Four different approaches to tasks: Psycholinguistic explores the role of interaction and negotiation of meaning. Sociocultural focus is on the learner and how they shape the task. Cognitive explores the psychological approach to learners. Structure focused tasks explore designing tasks with the aim of creating a particular structural feature.
- 9. Section 3- Variables Research into task attitudes and performances. Focus on the individual learner. Measuring performance on task: Cognitive approach, interaction: negotiation of meaning and Interaction: sociocultural theory.
- 10. Section 4- Tasks and Pedagogy • Intervention into tasks occurs over a period of 2/3 weeks with 1 hour intervention per week. • Therefore, is evidence totally reliable? • Little evidence between the findings and classroom decision making. • Samuda (2001) and Willis´(1996) approaches to tasks. • Tasks are difficult for teachers as they have to be prepared for the unpredictable.
- 11. Section 5- Critiques and Conclusion • Krashen (1985) Learners do not learn from one another. • Seedhouse (1997, 1999) The negotiation of meaning is inadequate. • Expression of meaning and communication are essential.
- 12. Author´s opinion • Wants to demonstrate that there has been considerable research into task-based instruction, which demonstrates ´´considerable vitality´. • Disagreement on some issues. • Look to the future- hopes that the findings will be implemented in research and in teaching.
- 13. Strong and Weak Points. Lots of theory and research to consider. Author follows a clear structure/ format. Information is clear and concise. o Over one third of the article is dedicated to references. o Does not follow APA guidelines. o Very small conclusion. o Not an easy read.
- 14. My Own Conclusions • Article written from a research perspective as opposed to a pedagogic perspective. • Tasks are student centred and promote language acquisition. • However, in group work students may hide behind their partner relying on the other to do the work. • New language may be lost. • It is difficult to implement in large groups.