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Bridging Cultures: English Speaking: A Task-Based Approach
Bridging Cultures: English Speaking: A Task-Based Approach
Students needs
Internationalized studies Survival skills Cross-cultural communication (more and more lao wai in China)
Communicative confidence
Communication in context
An important part of fostering internationalized talent
Awareness of other cultures Understanding of ones own culture
Why task-based?
To create an effective learning environment in the classroom, we need to provide three essential conditions: the provision of exposure to the target language; the provision of opportunities for learners to use the target language for real communication; and the promotion of motivation for learners to engage in the learning process. (Willis, 1996)
Defining tasks
Ellis (2003)
A task is a work plan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of the correct or appropriate content that has been conveyed. To this end, it requires them to give primary attention to meaning and to make use of their own linguistic resources A task is intended to result in language use that bears some resemblance, direct or indirect, to the way language is used in the real world. Like other language activities, a task can engage productive or receptive, and oral or written skills, and also various cognitive processes.
What distinguishes a task from an exercise is the kind of meaning involved. Whereas a task is concerned with pragmatic meaning, i.e. the use of language in context, an exercise is concerned with semantic meaning, i.e. the systemic meanings that specific forms can convey irrespective of context. Thus, a task requires the participants to function primarily as language users in the sense that they must employ the same kinds of communicative processes as those involved in real-world activities. (Ellis, 2003)
Task Pragmatic meaning to achieve communicative goals / objectives Achievement of communicative goal Direct relationship between task activities and natural communicative activity
Tasks processes
Bridging Cultures, p1 1. Do you have plans to continue studying for your masters degree? Why (or why not)? 2. Do you want to study abroad? Why (or why not)? 3. Have you ever been on any job interviews? If yes, please list in the table below the major questions you are asked in the interview. If not, what do you think would be the major questions asked in the job interview? Please list them in the table below. 4. What should you do to leave a good impression on your interviewer in a job interview? Why? What you should not do? Why not?
Schemata
According to Reber and Reber's (2001) definition, schema is a plan, a structure, a framework, and a program.
schemas (schemata) are mental plans that are abstract and that they function as guides for action, as structure for interpreting information, as frameworks for solving problems
Unit 1
(Bridging Cultures, P2, p13)
Tasks (dependency)
Activity 1 (recyclingp8-10; p19-22 Activity 2: role-play p11-12; p22-24 Activity 3: simulation p12; p24-25
A series of task in a lesson or unit forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance. (Nunan, 1999)
Class size
Question: In your own practice, do you have any experience in dealing with large size classes?
Multi-level students
Question: How are you going to inspire quiet students to share their ideas with others? How to motivate students?
Multi-media
Classroom instruction
Focused instruction drawing attention to language form will help learners to improve more rapidly and to continue improving. (Willis, 1996)
Teachers role
Tasks remove the teacher domination, and learners get chances to open and close conversations, to interact naturally, to interrupt and challenge, to ask people to do things and to check that they have been done. (Willis, 1996)
Establish routines for group work and pair work. Make sure learners understand the value of group work and pair work; clear, systematic procedures for structuring tasks (collaborative learning)
THANK YOU!
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