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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Call for papers. XVIIth International CALL Research Conference

Call for papers. XVIIth International CALL Research Conference | TELT | Scoop.it
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CFP deadline: 31 January 2015

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A Closer Look at Task-Based Language Teaching/ Geoffrey Jordan

A Closer Look at Task-Based Language Teaching/ Geoffrey Jordan | TELT | Scoop.it
The aim throughout these various posts is to explore how we should organise our teaching.
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Doughty and Long, Robinson and Skehan on task design.

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A Closer Look at Task-Based Language Teaching: Geoff Jordan

A Closer Look at Task-Based Language Teaching: Geoff Jordan | TELT | Scoop.it
In the last post, I gave a brief summary of Doughty and Long’s 10 “Methodological Principles”, which form the rationale for their particular approach to TBLT. In this and following posts I’d like t...
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Closely argued analysis of how TBLT might respect cognitivist-interactionist approaches to SLA.

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“Flipping the Classroom” for Language Learners | Voxy Blog

“Flipping the Classroom” for Language Learners | Voxy Blog | TELT | Scoop.it

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A little piece on how the flipped classroom fits task-based learning models and why it can help language teaching and learning by freeing up class time for interaction in the target language.

 

(Voxy.com sells online English tuition for Hispanic speakers.)

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Shona Whyte's comment, July 30, 2012 7:02 AM
More on the Flipped Classroom here http://www.scoop.it/t/telt/?tag=flipped%20classroom
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Principles of Task Based Language Teaching: Rod Ellis

Principles of Task Based Language Teaching: Rod Ellis | TELT | Scoop.it

Shona Whyte:

Very clearly structured 2006 conference presention - given with lectern and mic and no slides - in Busan, Korea, by Rod Ellis. The video is online at the Asian EFL Journal website, accessible with the login member and password busan2006 (which are helpfully posted on their video page).

 

Ellis explains what task-based language teaching (TBLT) is and why it is relevant to teaching English in Korea, illustrates with Korean students

and discusses criticisms of the TBLT approach

 

Ellis identifies 3 dimensions of language teaching

- goals (learning objectives)

- content (Type A versus Type B syllabus)

- methodology (accuracy vs fluency)

 

He introduces the notion of the Type B syllabus, which specifies learning activities or tasks, but not the language to be used.  "Language is a by-product of the tasks."

 

TBLT aims to develop knowledge of language for natural communication, using a series of message-focused tasks, and the methodology is fluency, "saying what you want to say" rather than "using the language accurately."  However, there is an accuracy side to the methodology of TBLT.

 

Why tasks?

1. develop implicit knowledge incidentally through the effort to communicate (an attempt to recreate the same conditions in the classroom as for L1)

2. allow automatisation - unless you experience trying to communication in "real operating conditions" (like outside the classroom) you will never use the language fluently

 

What is a task?  4 criteria

1. goal-directed (not a linguistic purpose)

2. primary focus on meaning (using language)

3. participants choose linguistic resources (unlike Type A frameworks which provide language resources)

4. task has clearly defined outcome

 

Unfocused versus focused tasks: unfocused tasks are not designed to use a particular language feature, which focused tasks are oriented towards a particular grammatical structure, although primary focus is always on meaning.  No situational grammar activities, to practice a particular structure.

 

 

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Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

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Here's a very practical discussion of group formation for second language interaction by Judith Rance-Roney in the English Teaching Forum 2010.  It begins with some second language research supporting the importance of interaction for language acquisition, then looks at a variety of ways of grouping students to maximise their learning opportunities.  It's based on ESL for higher education in the US, but applicable to foreign language contexts also for the most part.

 

I've picked out some do's and don'ts which I think are valuable:

 

DO
- consider fixed groups, saving planning time and allowing learners to get to know each other

- also consider a roster of groupings, to make different groups for different tasks/topics

- group students by proficiency; keep a class list ordered by language level for quick reference

- assign roles to group members: leader, scribe, reporter, vocabulary monitor, time monitor

- allow 5 minutes' study time for learners to absorb new language or instructions before group work begins

 

DON'T
- feel bound to make groups of equal numbers: put 3 quiet students together so that they have to participate, but 6 louder students so they have to take turns

- consistently mix high and low proficiency learners: the stronger students will dominate

- always group by affiliation: learners who do not know each other well accomplish more on-task learning

- always avoid grouping same-L1 learners together: L1 discussion can be helpful and code-switching can lead to greater analytic depth


Via Phil Chappell
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This file has moved: I'm going to use it with pre-service teachers preparing for a teaching placement 

http://americanenglish.state.gov/files/ae/resource_files/10-48-1-d.pdf

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KimMcDonough - TBLT2011

Website for presentations of the 2011 TBLT conference...  Kim McDonough's plenary presentation on Perceived challenges with the use of task in EFL contexts: "teachers have questioned whether task-based peer interaction facilitates the acquisition of grammatical and lexical forms or provides language input that has new, complex, or accurate forms."

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Authentic tasks in maths education

Authentic tasks in maths education | TELT | Scoop.it

Harry Webb: "strategies that focus on motivation often miss the mark on all fronts. On the other hand, strategies that break complex tasks down into discrete skills and ensure that students master these before synthesizing them into more complex tasks; these not only deliver gains in basic skills, but gains in problem solving and the students’ self-concept."

Shona Whyte's insight:

Webb invokes research in cognitive psychology by Sweller and colleagues and Anderson and colleagues to support traditional teaching and practice of skills as opposed to ill-defined "authentic" tasks which do not necessarily encourage deeper engagement or processing.

 

I see connections with Whitehead's 3-stage model of learning: romantic, precision, and generalisation stages (http://wp.me/p28EmH-5s), and of course many links with strong and weak version of task-based language teaching.

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The grammar lesson revisited: Babylonia, 2014 (2)

The grammar lesson revisited: Babylonia, 2014 (2) | TELT | Scoop.it

Grammar teaching for language learning (Rod Ellis)

Représentation de la grammaire (Jean-Claude Beacco)

Harmonising teaching and learning (David Newby)

 

 

Shona Whyte's insight:

Open access to the latest issue, including articles by some heavy hitters, and an interesting download on TBLT for primary school EFL with links to resources.

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Using a teacherless task to develop student interaction

Using a teacherless task to develop student interaction | TELT | Scoop.it

Rachael Roberts, "freelance ELT author, teacher and trainer," credits Mario Rinvolucri with the term "teacherless task" in his 1970s EFL materials, pre-dating today's task-based teaching.  This post includes examples of such tasks, reasons why they work, and ideas for developing full lessons with feedback using this model.

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Ten Task-Based ESL/EFL Video Lessons: David McGill

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Ten suggestions for activities using video in the EFL/ESL classroom.  Practical ideas described concisely.

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Technology for TBLT: Examples of virtual worlds for language learning

University of Hawai'i Spanish professor Marta Gonzalez-Lloret explains the principles of task-based language teaching (TBLT) and gives examples of technology use for language learners such as virtual and synthetic worlds (Second Life, World of Warcraft).

 

See a demonstration of her collaborative environment for Spanish learners "En busca de Esmeraldes" and another virtual environment for an ESP course for health professionals, plus a Chinese online course

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Colloquia - TBLT2011

Website for presentations of the 2011 TBLT conference...  Colloquia abstracts and presentations from John Norris among others.

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Task-Based Language Learning and Teaching with Technology - Continuum

Task-Based Language Learning and Teaching with Technology - Continuum | TELT | Scoop.it

2010 collective volume edited by Michael Thomas and Hayo Reinders.  It's reviewed for the Linguist List here http://linguistlist.org/pubs/reviews/get-review.cfm?SubID=4521758.

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