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1、Chapter 1,Tasks in SLA and language pedagogy,Introduction,Why mentioned this concept?-using language communicating information - real-time communication,Defining a “task”,Dimensions:scope, perspective,authenticity,language skill, cognitive processes, outcomes,Scopetask- meaning-focusedexercises-form
2、-focusedtask- language usersexercise-language learners,Perspectivedesignerparticipants,Authenticityreal-world activityreal-world task,Language skilloralwritten,Cognitive processes“comperhending, manipulating, producing, or interacting in the target language” (Nunan 1989).selecting, reasoning, classi
3、fying, sequencing information, and transforming information from one form of representation to another,Outcomes V.S. AimOutcomes refers to what the learners arrive at when they have completed the task.Aim refers to the pedagogic purpose of the task, which is to elicit meaning-focused language use, r
4、eceptive and/or productive.,Criterial features of a task,1.A task is a workplan2.A task involves a primary focus on meaning3.A task involves real-world processes of language use4.A task can involve any of the four language skills5.A task engages cognitive processes6.A task has a clearly defined comm
5、unicative outcome,Unfocused and focused tasks,? Whats the diference between and why do we need to distinguish these two concepts?,The design features of tasks,Wright (1987): iuput data, outputNunan (1989;48): input, activities, goalsCanale (1983): linguistic competence, siciolinguistic competence, d
6、iscourse competence, strategic competence,Tasks in SLA research,Bilingual Syntax Measure (BSM) (Burt, Dulay, and Hernandez 1973)Interaction Hypothesis (Long 1981 and 1983)Scaffolding, collaborative dialogue (Vygotskian),Tasks in language teaching,Communicative language teachingTask-supported languag
7、e teachingTask-based language teaching,CLT aims at giving the learners a authentic communication environment to develop the learners ability in using language. interactional function transactional function (Brown and Yule 1983)weak and strong versions (Howatt;1984),weak version,Stressing the importa
8、nce of providing learners with opportunities to use English for the purpose of communication(learning to use),strong version,Language is acquired through communication, through communication we can stimulate the development of language system.(using English to learn it),Chapter 2,Tasks, listening co
9、mprehension, and SLA,Introduction,listening = inputlistening task can be the starting stage for low proficiency learners (beginners)non-threatening (no competition)two types of listening:1. main idea 2. specific / detailed infromation,Listening-to-comprehend,1. The listeners role Goffman(1981): over
10、hearers( accidentally hear what other people are saying, when they do not know that you have heard)addresseeshearers ? I am not quiet sure for the relationship of the above 3 factors in listening?,2. Listening purpose- understand the scripts fully- indeterminate understand the listening scripts,3. T
11、he utilization of schematic knowledgeThree types of content schemata:general factual knowledge; local factual knowledge; socio-culture knowledge (Andersen and Lynch 1988)Listeners comprehend a text in 3 ways: interpretation; prediction; hypothesis testing,two models: top-down down-top,4. The utiliza
12、tion of contextual knowledgeListeners make use of contextual clues in conjunction with their schematic knowledge.Listening comprehend not listening-to-acquire.,5. The collaborative construction of a mental model,6.An interactive model of listening comprehension bottom-up processing top-down processi
13、ng,Listening-to-learn,P45-P49,Researching listening tasks,tasks: interactive / reciprocal non-interactive / non-reciprocalListen-and-do tasks:1. goal2.input3.conditions4.procedures5.predicted outcomes Academic listening tasks: note quality & comprehension,Conclusion,Theoretical considerationsMethodo
14、logical considerationsPedagogic considerations 2017 09 04,Chapter 3,Tasks, interaction, and SLA,Introduction,1. the negotiation of meaning2. communicative strategies3. communicative effectiveness,The study of learner interaction,The negotiation of meaningFour strategies:p711. comprehension check2. c
15、larifiation firmation checks4. recasts,communicative strategies1. reduction(?)2.achievementcommunicative effectiveness:Three kinds of ability (Yule 1997)perceptual/comparision/linguistic,Interaction and language acquisition,The Interaction Hypothesis: The Interaction hypothesis is a theory of second
16、-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication.Q: WHAT ABOUT ONLINE COMMUNICATION?,Communication strategies and language acquisition: the more language learners acquire, the more communicatively effective they
17、 become; the more effective they are as communicators, the more opportunities for language acquisition they obtain.,Investigating tasks: a review of the L2 research,Task features:1) required vs. optional information exchange2) information gap: one-way vs. two-ways tasks3) task outcome: open vs. clos
18、ed tasks,Task implementation,1) participant role2) task repetition3) interlocutor familiarity(students can perform a task with the one who are familiar or not)4) type of feedback,Chapter 4,Tasks, production and language acquisition,The representation of linguistic knowledge,1) the nature of the facu
19、lty for language : UG symbolist and connection theories2) implicit and explicit knowledge:im.: no aware ex.:aware, verbalize3) Rule- and exemplar-based linguistic knowledge,Language production,information-processing models(Levelt 1989): three principal components: conceptualizer, formulation, articu
20、lation,Production and language acquisition,six roles of productionthree aspects of production: fluency, accuracy, complexity,Task performance and production: a review of the research,Measuring language productionanalysis of speech unit (AS-unit) The effects of task design variables:1 the type of inp
21、ut the task supplies 2 the task conditions 3 the task outcomes,Input variables1. contextual support2. number of elements in a task3. topicTask conditions1. shared vs. split information2. task demands,Task outcomes:1 closed versus open tasks2 the inherent structure of the outcome3. discourse modleTas
22、k implementation factor: planning(the effects of online planning/ strategic planning), rehearsal, post-task requirement（10点15分 911）,Chapter 5,Focused tasks and SLA,The psycholinguistic rationale for focused tasks,Skill-building theories and automatic processing .automatic processing involves the act
23、ivation of certain nodes in memory each time the appropriate inputs are present. This activaton is a learned response that has been bulit up through consistent mapping of the same input to the same pattern of activation over many trials.(McLaughlin and Heredia 1996:214)input activate (old knowledge)
24、,restructuring (McLaughlin 1990)U-shaped pattern declarative knowledge （grammar rules taught by teachers） procedural knoeledge(D.K. is automatized, without any thinking)feedback: learn-perform-learn,U-shaped pattern,The skills start out at a high performance level and over time the skills descend to
25、 a lower position on the Y-axis. After another period of time the skill once again ascends to a higher position on the y-axis.,immature intuition,mature intuition,Theories of implicit learning,implicit learning (N. Ellis 1994:1)Implicit learning is the learning of complex information in an incidenta
26、l manner, without awareness of what has been learned.unconsciouslyautomatictwo stages: intake; acquisition,Designing focused tasks,1. Structure-based production tasks “a task that involves exchange of information and automatized the existing knowledge, a task which makes the target structure natural
27、, useful or essential “(Ellis, 2003, ）. The role of structure-production tasks in eliciting various question forms in lower proficiency EFL learners was studied by Mackey (1999).,She noted that when the tasks were performed interactively with native speakers, the learners often had difficulties prod
28、ucing a particular question form. But, if the tasks were persisted, students were able to formulate more target-like and comprehensible question to their interlocutor. The result also indicated that learners who completed the given tasks (story completion, picture sequencing and differences) manifes
29、ted clear developmental gains in their production (Ellis, 2003).（ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 5, pp. 1078-1089, May 2015 DOI: http:/dx.doi.org/10.17507/tpls.0505.24）,2. Comprehension tasks1) Input enrichment feature: frequent; salient in the input2) Input proce
30、ssingThree key components:A. an explanation of a form-meaning relationshipeg. He beated me.= I was beaten by him. B. information about processing strategicsC. structured-input activities,3. Conscioueness-raising tasks main characteristics of C.R.1) There is an attempt to isolate a specific linguisti
31、c feature for focused attention2) The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature3) The learners are expected to utilize intellectual effort to understand the targeted feature.4) Learner
32、s may be optionally required t verbalize a rule describing the grammatical structure.,C.R.,thesis: raising the consciousness of lexical chunks,A number of studies have investigated whether C-R tasks are effective in developing explicit knowledge of the L2.,Implementing focused tasks,1) Implicit meth
33、odological techniques feedback: clarification requests(teachers repeat the knowledeg in the right way)/ recasts(students retell what he has learnt)2) Explicit methodological techniquespre-emptive(asking a question or check by himself with metacognitive) / responsive focus(negative feedback),Chapter
34、6,Sociocultural SLA and tasks,Introduction,A sociocultural theory of mind (SCT)1. Mediated learninguse of some material tool(words card to remember new words)interaction with another personuse of symbols (language)Lantolf(2000a):mediation by others in social interactionmediation by self through priv
35、ate speechmediation by artifacts(technology),2. Verbal interaction and learning1) to use new language structures and items through collaboration with others(practice)2) to subsequently engage in more independent use of the structures they have internalized in relatively undemanding tasks(practice ma
36、kes perfect)3) to finally use the structures in cognitively more complex tasks(consolidation and production),3. Private speechOhta (2001b:16): audible speech not adapted to an addressee.(what the speaker says just can be understood by himself)4. The zone of proximal development,Individual have diffe
37、rence in ZPD, how the teacher make a standard to give different students help?,5. Scaffolding, collaborative, dialogue and instructional conversationsfeatures of scaffolding:1) recruiting interest in the task2) simplifying the task3) maintaining pursuit of the goal4) marking critical features and di
38、screpancies between what has been produced and the ideal solution5) controlling frustration during problem solving6) demonstrating an idealized version of the act to be performed,Activity theory“a unified account of Vygotskys original proposals on the nature and development of human behavior”(Lantol
39、f 2000b:8)Three dimensions of cognition-motives(why), goals(what), and operations(how),Task-based research based on a sociocultural theory of the mind,1.Constructing an activity out of a tasktask vs. activityorientation(how learners view a task)intersubjectivity:In its weakest sense, intersubjectivi
40、ty refers to agreement. There is intersubjectivity between people if they agree on a given set of meanings or a definition of the situation. goal-directedness and L2 acquisition,2. Tasks as instrument of cognitive changescaffolding and collabrative dialoguemetatalkprivate speech,Chapter 7Designing t
41、ask-based language courses,A framwork for task-based course design,sequencing criteria,the revise order of textbook:from lower level to higher levelfrom easy to complexfrequency is also important,Classifyng tasks,A pedagogic classification:1.listing2.ordering and paring4.problem-solving5.sharing per
42、sonal experiences6.creative tasks,A rhetorical classification of tasks draws on theories of rhetoric that distinguish different discourse domains in terms of their structure and linguistic properties-narrative, instructions, description, reports, etc.,A cognitive classification1. information gap act
43、ivity encoding & decoding the information 2. reasoning-gap activity get some new info. through the given info. by inference, deduction, practical reasoning.3. opinion-gap activity discuss in a given situation, and know a personal preference, feeling, or attitude,A psycholinguistic classification1. i
44、nteractant relationship negotiation2. interaction requirement all participants in a negotiation 3. goal orientation convergnce(collaboration) divergence(independence)4. outcome options closed and open,GO FOR IT Grade 8,In this task, all the students can be requested to answer the above survery. At t
45、he same time they are also the information suppliers. After the group discussion, they are required to report and then they hold all the information which they collected before. And for the change of their roles in the task, we call-interactant relationship. Its a two-way task, students have two rol
46、es at the same time(Information gatherers and suppliers).,A general framework,The thematic content of tasks,Sequencing tasks,Factors relating to input1) input medium: oral, written, pictures, diagrams,etc.2) code complexity: high frequency vocabulary and a low level of subordination(simple sentences
47、)3) cognitive complexity: information type(static,dynamic,abstract); the number of different elements or relationships involved 4) context dependency:?5) familiarity of information:familiar content,Factors relating to task conditions1) conditions influencing the negotiation of meaning2) task demands
48、3) discourse mode: monologic or dialogic,Factors relating to task outcomes1) medium of the outcome2) the scope of the outcome3) the discourse domain of the outcome4) complexity of the outcome,Constructing a task-based syllabus,1. determining goals of the course2. choosing task types and themes3. spe
49、cifying the teaching context4. sequencing tasks,Incorporating a focus on form into a task-based syllabus,1.selecting and sequencing linguistic content2.specifying the linguistic content for developing implicit knowledge3.specifying the linguistic content for developing explicit knowledge,Chapter 8Th
50、e methodology of task-based teaching,A framework for designing task-based lessons,1) supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson2) asking students to observe a model of how to perform the task(task model learning)3) engaging l
