Dimensions of Task-based Language Learning and Teaching

posted by Jürgen Kurtz, Karlsruhe University of Education, Germany

- task-based instruction
- task-based learning
- task-based language learning
- task-based language education
- task-based language learning and teaching
- task-based, task-oriented, task-supported, task-driven
- task design, task complexity, task sequencing, task cycle
- focus on form, focus on message, role of the mother tongue
- target tasks, pedagogical tasks, rehearsal tasks, activation tasks
- accuracy, fluency, complexity, appropriateness
- projects, tasks, activities, exercises
- task performance and assessment

Are you familiar with current research on task-based language learning and teaching? If not, here are a few presentations that give you an idea of what it is about:

David Nunan: Task-based language teaching: from theory to classroom practice

Kris Van den Branden: Task-based language education: from theory to practice .. and back again

Rod Ellis: Task-based language teaching: sorting out the misunderstandings

Paul Knight: Task-based learning: myth or reality?

Greg Ogilvie & Bill Dunn: Taking teacher education to task

Third International Conference on Task-based Language Teaching

posted by Jürgen Kurtz, Karlsruhe University of Education, Germany

The 3rd Biennial International Conference on Task-based Language Teaching will be held at the University of Lancaster, September 13-16, 2009. It is intended to bring together researchers and educators from around the world “to share and learn from one another’s innovations and research in task-based language teaching”. The conference theme is “Tasks: Context, Purpose and Use”. Special emphasis is placed on the following topics:

Curriculum, syllabus and course design

Evaluation, assessment, and testing

Information technologies

Language corpora

Language learning and language use

Pedagogy

Professional needs

Research paradigms

Socio-contextual factors

Teacher development

The learner

For more specific information, click on the link above.

TEFLSPEAK-G and the Idea of Encouraging Improvised Speech in the EFL Classroom (3)

posted by Jürgen Kurtz, Karlsruhe University of Education, Germany 

The Improvisation ‘Bus Stop’ 

Inspired by the central theme of the movie ‘Forrest Gump’, i.e. life is like a box of chocolates, you never know what you’re going to get, the improvisation ‘Bus Stop’ offers EFL learners a flexible communicative framework which consists of a brief introductory sequence, an incentive to talk spontaneously (improvising a dialogue based on different cues), and, in contrast to traditional role-plays, a so-called communicative emergency exit (ending the conversation without losing face).

 

This is the basic format or procedural infrastructure of interaction (in this case for beginning learners of English, towards the end of their first year; L = learner):

L₁ : Hello.
L₂ : Hello, I’m [name].
L₁ : Pleased to meet you, [name]. I’m [name].
L₂: Are you waiting for the bus?
L₁: Yes. How about some sweets?
L₂: Thank you.

L₂ accepts the offer and draws a piece of paper from the chocolate box. He/she finds one of the following exemplary cues to continue with (idea: “you never know what you’re going to get” / motto: use what you know, learn what you can, make up the rest as you go along):

• I’m on the way to school, you know. I’m in the 5th grade. …
• I’m on the way to the supermarket, you know. I’d like to buy…
• Hey! Look at that boy over there. What is he doing?
• Listen! Can you hear that? It’s coming from that old bag over there. What’s in it?
• Excuse me, is this [...] yours? …
• Excuse me, why are you smiling?
• I’m on the way to the pet shop. This is my cat “Fluffy”. It …
• I’m on the way to the disco. My hobby is dancing. What’s your hobby?

Communicative emergency exit:
L_1/2: Oh, here comes my bus. I have to go. Nice talking to you. Bye.
L_1/2: Good bye.

More to come next week.