Using tasks in the classroom

A cognitive linguistics perspective

Simona Petrescu

Jan 31, 2014

http://simona-petrescu.name

What is a task?
We take as a task anything that classroom language learners do when focusing their attention primarily on what they want to say (), or on what others are trying to say to them. (Tavakoli & Foster, 2008)

Meaning

Gap / need

Tasks
(Ellis, 2009)

Learners resources
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Outcome
Jan 31, 2014

Task elements
Input: written, visual, aural Roles Settings (grouping arrangements) Actions: procedures, steps Monitoring Outcomes Feedback
(Robinson, 2011)
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Take 1 minute to plan your presentation. You can make notes if you like. Then present your ideas in no more than 1 minute.

What is important when preparing for an interview:

Learning about the company Preparing questions to ask Find out how to get there?

Jan 31, 2014

Cognition hypothesis
Robinson, 2001

Simple task demands => pragmatic mode (loose utterances) Complex task demands => greater effort at conceptualization, =>
more complex language

Task sequencing solely on the criterion of cognitive complexity,

as in L1 acquisition.

Simona Petrescu

Jan 31, 2014

Task features and output

Structured tasks (clear time line / macrostructure) => + fluency, + acc Familiar info => + fluency, + acc; but unfamiliar, challenging info => complexity Outcomes requiring justification => + complexity Interactive => + acc, + lexical complexity; monologic => + fluency; + acc, + complexity Planning => + complexity , + fluency Task repetition => + complexity

Post-task => + acc (if announced from the start of the current task)
Skehan, 2003; Robinson, 2011

Simona Petrescu

Jan 31, 2014

Task complexity

attentional, memory, reasoning, and other information processing

demands imposed by the structure of the task on the language learner (Robinson, 2001, p. 29).

Simona Petrescu

Jan 31, 2014

Task demands
(Robinson, 2001)

Task difficulty: learner factors

Task Task condition: condition: Interactive interactive demands interactive

Task Task complexity: complexity: cognitive cognitive

Simona Petrescu
Jan 31, 2014

Task complexity cognitive

Procedural, e.g.
Planning

Conceptual, e.g.
Space

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Prior knowledge

Cause

Jan 31, 2014

Cognitive parameters
Procedural / Resource-dispersing variables

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+/- planning time +/- single task +/- task structure +/- few steps +/- prior knowledge

Conceptual / Resource-directing variables

+/- here and now +/- few elements

-/+ spatial, causal, intentional reasoning, perspective-taking

Robinson, Cadierno & Shirai, 2009
Jan 31, 2014

Task condition (interactive) parameters

+/- open solution +/- few participants +/- negotiation not needed +/- same proficiency / gender +/- familiar partner +/- shared content knowledge +/- equal status and role
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Jan 31, 2014

TASK: Map directions

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Robinson, 2001
Jan 31, 2014

Info Transfer: input video option 1

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Jan 31, 2014

Info Transfer: input video option 2

Jan 31, 2014

Simona Petrescu

http://www.youtube.com/playlist?list=PLUn5SogUjmR 3zxWUnEYZMz624yQi5W3_4

Possible sequencing

Video option 1 (negotiation)

Storyline -> watch -> tell stopping the video every 20s Watch -> watch & tell Watch & tell Watch -> tell (+ time dimension, - here & now) Watch -> tell & comment / summarize etc

Video option 2 (report on progress)

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Jan 31, 2014

Possible setup for video 2

Watch -> script -> watch -> tell

Simona Petrescu

Jan 31, 2014

Simona Petrescu

Jan 31, 2014

Possible setup for video 2

Watch -> script -> watch -> tell Watch -> fill in gapped script / gist -> watch -> tell Script -> watch -> tell Script -> watch -> tell -> retell as if 1 week later

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Jan 31, 2014

Info gap: graphs language

Increase procedural demands

On Speaker:

Eliminate prep time / dont consult notes

Unfamiliar info (e.g., stock exchange) + list of compulsory words to use

On Listener:

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Listen & draw Listen, identify graph and tick which words the speaker is using from a list Listen, identify graph & make notes (e.g., words to do with downward movement, prepositions, errors etc)
Jan 31, 2014

On both: set time limit

Info gap: graphs language

Increase conceptual demands

On Speaker:

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Present trend as causes & effects Present trend as narrative

With background events (speaker decides which)

Present trend and comment / interpret Present trend and hypothesize about future evolution / about causes etc

On Listener:
Listen and think of a question to ask at the end Listen, and then compare your colleagues graph to your own
Jan 31, 2014

On both: provide more complex graphs

Select / rank

Increase procedural demands:

No (individual) preparation time

Add steps: brainstorm the items individually -> pool ideas -> discuss each item -> eliminate 3 irrelevant -> select top 3 Impose set pattern: express +/-agreement to item -> reason -> refer to partners turn -> express +/- agreement -> reason. Introduce role inequality, disagreement has to be hedged

Increase conceptual demands

Set rule: never say never, not, impossible etc

Longer list, fewer items to select e.g., 8 items, select 1.

Provide another, more abstract topic (research ethics, equal opportunities, welfare state etc)

Simona Petrescu

http://simona-petrescu.name

Jan 31, 2014

References

Ellis, R. (2009). Taskbased language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. DOI: 10.1111/j.1473-4192.2009.00231.x Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287318). New York: Cambridge University Press. Robinson, P. (2011). TaskBased Language Learning: A Review of Issues. Language Learning, 61(s1), 1-36. doi: 10.1111/j.1467-9922.2011.00641.x Robinson, P., Cadierno, T., & Shirai, Y. (2009). Time and motion: Measuring the effects of the conceptual demands of tasks on second language speech production. Applied Linguistics, 30(4), 533-554.

Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan
Skehan , P. (2003). Task-based instruction. Language Teaching, 36, pp 114 doi:10.1017/S026144480200188X Tavakoli, P., & Foster, P. (2008). Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output. Language Learning, 58(2), 439-473. doi: 10.1111/j.1467-9922.2008.00446.x

Simona Petrescu

Jan 31, 2014