Task and project work

By Sandra Rodriguez Julieth QuintanaCilena Cuellar

TASK AND PROJECT WORK

TASK AND PROJECT WORKDefinition:Are different ways of

creating opportunities for language learning.

• Problem solving• Collaboration

Syllabus design:• Communicative Language Teaching• Task-based Lnaguage Teaching• Content-based Intruction.

• Cooperative learning• Negociation of meaning

Implementing Task-Baseed Language Teaching

Two categories of syllabus.

The synthetic sillabusDiscrete: linguistis item, points of Grammar, lexical items, and functions.

The analytic syllabusImmerse learners in real-life communication.

The project: Student-Generated Action Research

Task-based project: Time, Activities, Make groupDesign a questionnaire (choise of topic)

Objective• Authentic purposes• Intrinsically motivation• Take responsabilities• Ability (grammatically – pragmatically)• Group of work

THE 12 Week PLANWeek 1

TOPIC CHOICESKey element: The learners have

primary control over the topic they investigate.

motivationenthusiasmsuccessful conclusionTopic

• Marrige• Suicide• The enviroment

DISCUSSION

Aspects that promote language acquisition.

POSITIVE ASPECTS OF THE PROJECT

• Activities (meaning is primary)• Task (real-world activities)

NEGOTIATION OF MEANING

1. Inclusion of large amounts of pair and group interaction.

2. two-way task in wich both partners of group members have access to unique information

3. Convergent task, which require participants to come to a single soltution

4. Learners formed groups with their friends.

5. Learners undertake a task after first hearing and seeing the task performed

Introducing more flexibility into the

curriculum

Good communication between teachers in different skill areas.

The curriculum is highly coordinated can be disadvantageous.

Three factors

Decreasing the numbers of participants.

The use of more familiar information.

The use of concrete rather than abstract information.

Encouraging self-evaluation

a priority in task-based approaches is to mobilize the learner´s metacognitive recourses to keep track of what is being learner´s, and what remains to be learned. engaging in self-assessment is the first step in consciously understanding one´s weaknesses.

conclusion

They found the experience to be rewarding, intrinsically interesting, and educationally beneficial.

allows for more meaningful communication, and often provides for practical extra-linguistic skill building.

promotes language acquisition through the types of language and interaction they require.

This allows them to use all the language they know and are learning, rather than just the 'target language' of the lesson.

tasks can also be designed to make certain target forms 'task-essential,' thus making it communicatively necessary for students to practice using them.