Task sequencing Task sequencing in academic writingin academic writing

TBLT TBLT

September 2005September 2005

LeuvenLeuven

P Gaye TolungucMiddle East Technical University

Ankara Turkeytolunguc@metu.edu.tr

TBLTTBLT

The rationale ?The rationale ? Developing implicit knowledge – learners can only Developing implicit knowledge – learners can only

develop implicit knowledge of a second language develop implicit knowledge of a second language incidentally as a result of the effort to communicate.incidentally as a result of the effort to communicate.

Automatization – learners can only gain in fluency by Automatization – learners can only gain in fluency by attempting to use the L2 in real operating conditions.attempting to use the L2 in real operating conditions.

Ellis, R. (n.d.) Task-Based Language Teaching. Slide presentation. Retrieved Ellis, R. (n.d.) Task-Based Language Teaching. Slide presentation. Retrieved June, 2005, from June, 2005, from

http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/taskbased.ppthttp://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/taskbased.ppt

“teaching does not & cannot determine the way the learner’s language will develop” “teachers & learners cannot simply choose what is to be learned” “the elements of the target language do not simply slot into place in a predictable order”

The Basque team. (2003) Task Based Learning. Best Practice: Best Language Teaching Methods, Leonardo II Project. Retrieved June, 2005, from

http://www.languages.dk/ methods/documents/tbl-nl_01.pdf.

TBLT……TBLT…… ““offers the opportunity for ‘natural’ learning inside offers the opportunity for ‘natural’ learning inside

the classroom”the classroom” ““emphasizes meaning over form but can also cater emphasizes meaning over form but can also cater

for learning form”for learning form” ““is intrinsically motivating”is intrinsically motivating” ““is compatible with a learner-centered educational is compatible with a learner-centered educational

philosophy”philosophy” ““can be used alongside a more traditional approach”can be used alongside a more traditional approach”

Ellis, R. (n.d.) Task-Based Language Teaching. Slide presentation. Retrieved Ellis, R. (n.d.) Task-Based Language Teaching. Slide presentation. Retrieved June, 2005, June, 2005, from http://www.tki.org.nz/r/esol/esolonline/teachers/ prof

read/taskbased.ppt

A A task?task?

““an activity in which the target language is an activity in which the target language is used by the learner for a communicative used by the learner for a communicative purpose in order to achieve an outcome” purpose in order to achieve an outcome” Goal oriented activity with a clear purposeGoal oriented activity with a clear purposeMeaning-negotiation involved Meaning-negotiation involved CommunicativeCommunicativeContext-based Context-based Learner-centered (concerning learners’ Learner-centered (concerning learners’ needs)needs)Achieving an outcomeAchieving an outcome

Willis J. (1996). A framework for TBL. Harlow, U.K: Longman Addison-Wesley.Willis J. (1996). A framework for TBL. Harlow, U.K: Longman Addison-Wesley.

"a piece of classroom work which involves "a piece of classroom work which involves learners in comprehending, manipulating, learners in comprehending, manipulating, producing or interacting in the target producing or interacting in the target language while their attention is principally language while their attention is principally focused on meaning rather than form" focused on meaning rather than form"

Nunan, D. (n.d.) What is task-based language teaching? Retrieved June, 2005, Nunan, D. (n.d.) What is task-based language teaching? Retrieved June, 2005, from http:// www.nunan.info/presentations/TBLT_files/frame.htmfrom http:// www.nunan.info/presentations/TBLT_files/frame.htm

““a task is an activity which requires learners to a task is an activity which requires learners to use language, with emphasis on meaning, to use language, with emphasis on meaning, to attain an objective”attain an objective”

Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: 10.1017/ S026144480200188X printed in the UK c_ 2003 CUP. Retrieved 10.1017/ S026144480200188X printed in the UK c_ 2003 CUP. Retrieved June, 2005, from http:// journals.cambridge.org/action/displayFulltext?June, 2005, from http:// journals.cambridge.org/action/displayFulltext?type=type= 1&fid=1&fid= 146424&jid=146424&jid= LTA&volumeId=36&issueId=01&aid=146423LTA&volumeId=36&issueId=01&aid=146423

form VERSUS message focus ?form VERSUS message focus ?

Prabhu’s dictum: “form is best learned when the Prabhu’s dictum: “form is best learned when the main focus is on meaning” main focus is on meaning”

Prabhu N S. (1987). Second Language Pedagogy. Oxford, OUP.Prabhu N S. (1987). Second Language Pedagogy. Oxford, OUP.

sequences combining a task with pre- and post-sequences combining a task with pre- and post-task work task work ways of injecting a degree of form focus into a ways of injecting a degree of form focus into a message focused activity message focused activity

Johnson, K. (2003) From communicative activity to task: a short but Johnson, K. (2003) From communicative activity to task: a short but significant journey. Asia TEFL 2003 International Conference. TEFL in significant journey. Asia TEFL 2003 International Conference. TEFL in

Asia: Emerging Issues. Retrieved June, 2005, from Asia: Emerging Issues. Retrieved June, 2005, from http://www.asiatefl.org/http://www.asiatefl.org/

conference/down/Schedule_of_Presentations.pdfconference/down/Schedule_of_Presentations.pdf

a “negotiation of meaning” a “negotiation of meaning” justification justification

VERSUS VERSUS

the concept of a “focus on form” ?the concept of a “focus on form” ?

(a) interaction, in itself, is not enough &(a) interaction, in itself, is not enough &(b) insinuation of a focus on form into (b) insinuation of a focus on form into

interactions is vitalinteractions is vital

Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: 10.1017/ S026144480200188X printed in the UK c_ 2003 CUP. Retrieved 10.1017/ S026144480200188X printed in the UK c_ 2003 CUP. Retrieved

June, 2005, from http:// journals.cambridge.org/action/displayFulltext?June, 2005, from http:// journals.cambridge.org/action/displayFulltext?type=1&fid=146424&jid=type=1&fid=146424&jid= LTA&volumeId=36&issueId=01&aid=146423LTA&volumeId=36&issueId=01&aid=146423

““focus on form (not forms)” ? focus on form (not forms)” ?

““focus on form refers to how attentional resources are focus on form refers to how attentional resources are allocated, and involves briefly drawing students' attention to allocated, and involves briefly drawing students' attention to linguistic elements (words, collocations, grammatical structures, linguistic elements (words, collocations, grammatical structures, pragmatic patterns, and so on), in context, as they arise pragmatic patterns, and so on), in context, as they arise incidentally in lessons whose overriding focus is on meaning, or incidentally in lessons whose overriding focus is on meaning, or communication…”communication…”

““focus on form … is learner- centred in a radical, focus on form … is learner- centred in a radical, psycholinguistic sense: it respects the learner's internal psycholinguistic sense: it respects the learner's internal syllabus.syllabus.....

Long, M. H. (1997) Focus on form in TBLT. Fourth Annual McGraw-Hill Satellite Long, M. H. (1997) Focus on form in TBLT. Fourth Annual McGraw-Hill Satellite Teleconference. The McGraw-Hill Companies. Retrieved June, 2005, from Teleconference. The McGraw-Hill Companies. Retrieved June, 2005, from

http://www. mhhe.com/socscience/foreignlang/top.htmhttp://www. mhhe.com/socscience/foreignlang/top.htm

* * role for the teacher: monitors from a role for the teacher: monitors from a distance ready to provide the distance ready to provide the unpredictable help that will be unpredictable help that will be requiredrequired

Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: 10.1017/ S026144480200188X printed in the UK c_ 2003 CUP. Retrieved 10.1017/ S026144480200188X printed in the UK c_ 2003 CUP. Retrieved June, 2005, from http:// journals.cambridge.org/action/June, 2005, from http:// journals.cambridge.org/action/ displayFulltext?displayFulltext? type=type= 1&fid=146424&jid=LTA&volumeId=36&issueId=01&aid=1464231&fid=146424&jid=LTA&volumeId=36&issueId=01&aid=146423

** ** role for the learner: experiments role for the learner: experiments with the language & takes risks in an with the language & takes risks in an independent spontaneous fashionindependent spontaneous fashion

Willis J. (1996). A framework for TBL. Harlow, U.K: Longman Addison-Willis J. (1996). A framework for TBL. Harlow, U.K: Longman Addison-

Wesley.Wesley.

A framework for TBLTA framework for TBLT

Real-world / target tasks Real-world / target tasks

ie. group work discussion & decision making ie. group work discussion & decision making tasktask

Pedagogical tasks Pedagogical tasks

Rehearsal tasks Rehearsal tasks

Activation tasks Activation tasks

Enabling skillsEnabling skills

Language exercisesLanguage exercises

Communicative activitiesCommunicative activitiesNunan, D. (2001) Aspects of Task-BasedSyllabus Design. Retrieved June,Nunan, D. (2001) Aspects of Task-BasedSyllabus Design. Retrieved June,

2005, from http://www3.telus.net/linguisticsissues/syllabusdesign.h2005, from http://www3.telus.net/linguisticsissues/syllabusdesign.httmlml

the relationship of the task to the the relationship of the task to the realreal

world ?world ? ““things people do in everyday life” things people do in everyday life” “ “bears a resemblance, direct or indirect, to the way language bears a resemblance, direct or indirect, to the way language

is used… an emphasis on “the nature of the response by the is used… an emphasis on “the nature of the response by the learner” learner”

““the reaction of the learner or the research subject which is the reaction of the learner or the research subject which is key, rather than the fact that a particular task may have, at key, rather than the fact that a particular task may have, at some time, been used by native speakers (possibly in a some time, been used by native speakers (possibly in a different context)” different context)”

““genuineness rather than a form of authenticity defined only in genuineness rather than a form of authenticity defined only in relation to the real world occurrence of an activity”relation to the real world occurrence of an activity”

Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: Skehan, P. (2003) Task-based instruction. Language Teacher 36, 1–14. DOI: 10.1017/10.1017/

S026144480200188X printed in the UK c_ 2003 CUP. Retrieved June, 2005, fromS026144480200188X printed in the UK c_ 2003 CUP. Retrieved June, 2005, from http:/http:/

journals.cambridge.org/action/displayFulltext?type=1&fid=146424&jid=LTA&voljournals.cambridge.org/action/displayFulltext?type=1&fid=146424&jid=LTA&volmeId=36&issueId=01&aid=146423meId=36&issueId=01&aid=146423

planning ?planning ?

“…“…pre-task planning can have beneficial effects upon pre-task planning can have beneficial effects upon the nature of task performance, consistently leading the nature of task performance, consistently leading to greater fluency and complexity and, less to greater fluency and complexity and, less dependably, greater accuracy” dependably, greater accuracy”

““……a post-task activity (such as the need to re-do a a post-task activity (such as the need to re-do a task publicly after the task has been done task publicly after the task has been done ‘privately’, or the requirement that learners ‘privately’, or the requirement that learners transcribe one minute of their own task performance transcribe one minute of their own task performance subsequent to the task itself ) leads to significantly subsequent to the task itself ) leads to significantly greater accuracy”greater accuracy”

Foster, P. & Skehan, P. (1999) The influence of source of planning and focusFoster, P. & Skehan, P. (1999) The influence of source of planning and focusof planning on TB performance. Language Teaching Research,of planning on TB performance. Language Teaching Research,

Volume3, Volume3,  Number 3, 1 September 1999, pp. 215-247(33). Hodder ArnoldNumber 3, 1 September 1999, pp. 215-247(33). Hodder ArnoldJournals. Retrieved June, 2005, from Journals. Retrieved June, 2005, from http://www.ingentaconnecthttp://www.ingentaconnect..

com/content/arn/ltr/1999/00000003/00000003/art 00003com/content/arn/ltr/1999/00000003/00000003/art 00003

components of the framework ? components of the framework ? Pre-taskPre-task Introduction to topic and taskIntroduction to topic and task

Task cycleTask cycle TaskTask PlanningPlanning ReportReport

Language focusLanguage focus AnalysisAnalysis PracticePractice

Willis, J. (1998) Task-Based Learning: What Kind of Adventure? The Language Willis, J. (1998) Task-Based Learning: What Kind of Adventure? The Language TeacherTeacher

Online 22.07. Retrieved June, 2005, fromOnline 22.07. Retrieved June, 2005, from http://www.jaltpublications.org/tlt/files/http://www.jaltpublications.org/tlt/files/

98/jul/willis.html98/jul/willis.html

PREPARING FOR ACADEMIC PREPARING FOR ACADEMIC WRITING (PAW)WRITING (PAW)Oniz S & Tolunguc G. (2003) Middle East Technical University Oniz S & Tolunguc G. (2003) Middle East Technical University Press. AnkaraPress. Ankara

SSamples from academic writing amples from academic writing materials for post-beginner level materials for post-beginner level students at The Middle East Technical students at The Middle East Technical University, Ankara, TurkeyUniversity, Ankara, Turkey

STEP 1 PRE-TASK: STEP 1 PRE-TASK: INTRODUCING THE TOPICINTRODUCING THE TOPICWhat trends are indicated in these graphs? Briefly What trends are indicated in these graphs? Briefly discuss.discuss.

Graph 2: GSM subscriber growth

1 5 13 3371

138258

457

628705

790

0

200

400

600

800

1000

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003Years

Num

ber

of

subsc

riber

s

in m

illion

s

Graph 1: World cellular subscriber growth

13635 56

88204

307

474

722

9341027

1300

0

200

400

600

800

1000

1200

1400

Num

ber

of

subsc

riber

s in

mill

ions

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003Years

The two body paragraphs on the next The two body paragraphs on the next page respond to the following page respond to the following question by incorporating the data in question by incorporating the data in the graphs.the graphs.

Question:Question: Innovations in cell phone technology are Innovations in cell phone technology are

increasing. Discuss the reasons.increasing. Discuss the reasons. Discuss the possible answers to the Discuss the possible answers to the

question with the person sitting next question with the person sitting next to you and note down your ideas.to you and note down your ideas.

Read the paragraphs and compare Read the paragraphs and compare your ideas with the writer’s. Any your ideas with the writer’s. Any similarities/differences? Discuss how similarities/differences? Discuss how far the writer answered the question. far the writer answered the question. Discuss his conclusions.Discuss his conclusions.

Question:Question: Innovations in cell phone technology are Innovations in cell phone technology are

increasing. Discuss the reasons.increasing. Discuss the reasons. Innovations in cell phone technology are Innovations in cell phone technology are

increasing as a result of the soaring number increasing as a result of the soaring number of cell phone users all over the world. This of cell phone users all over the world. This growth can be detected in the ever-growth can be detected in the ever-increasing numbers of cell phone subscribers increasing numbers of cell phone subscribers and GSM subscribers. First of all, global and GSM subscribers. First of all, global figures indicate an enormous increase in the figures indicate an enormous increase in the number of subscribers using cell phones. number of subscribers using cell phones. According to statistics provided by the EMC According to statistics provided by the EMC World Cellular Database, in the period World Cellular Database, in the period between 1993 and 2002, the number of cell between 1993 and 2002, the number of cell phone subscribers increased from 35 million phone subscribers increased from 35 million to over a billion. The figure reached 1.3 to over a billion. The figure reached 1.3 billion in 2003, which shows how great the billion in 2003, which shows how great the demand is for cellular technology. Secondly, demand is for cellular technology. Secondly, worldwide figures also worldwide figures also displaydisplay ..............................................................................

STEP 2 TASK CYCLE:STEP 2 TASK CYCLE: RESPONDING TO A QUESTIONRESPONDING TO A QUESTIONPurpose:Purpose:To write an answer to a question paying specialTo write an answer to a question paying specialattention to paragraph endings and considering attention to paragraph endings and considering

thethecriteria covered so farcriteria covered so far

This task is about cell phones and their effects This task is about cell phones and their effects on users. The question that you will answer on users. The question that you will answer later in this task is as follows. Read the later in this task is as follows. Read the question so that you have a general idea question so that you have a general idea about what you will be doing and follow the about what you will be doing and follow the instructions below:instructions below:

Question:Question: How have cell phones changed the users’ How have cell phones changed the users’

behavior?behavior?

A. Brief discussion A. Brief discussion AAss a cell phone user, think back to the a cell phone user, think back to the

time when you first started to use a cell time when you first started to use a cell phone. phone.

You may not be a cell phone user: Think You may not be a cell phone user: Think back to the time when someone you back to the time when someone you know well first started to use a cell know well first started to use a cell phone.phone.

How did the cell phone affect your/their How did the cell phone affect your/their behavior and relationships? behavior and relationships?

Are there any behaviors that specifically Are there any behaviors that specifically only mobile phone users display? only mobile phone users display?

What are these? What are these? What do others think about them?What do others think about them?

B. Mini class surveyB. Mini class survey Prepare two questions about how Prepare two questions about how

cell phone use has changed your cell phone use has changed your classmates’ behavior. Word your classmates’ behavior. Word your questions so that the answers are questions so that the answers are only one or two words. You will only one or two words. You will have to group all the answers in have to group all the answers in the end so formulate questions the end so formulate questions with short and clear answers. with short and clear answers.

Example:Example: (Before you started using a cell (Before you started using a cell

phone), how often did you used to talk phone), how often did you used to talk to your best friend (on a regular to your best friend (on a regular phone)?phone)?

Go around the class collecting answers to Go around the class collecting answers to your questions. your questions.

Include the name of your classmate while Include the name of your classmate while noting down the responses in the mini noting down the responses in the mini survey.survey.

Group the answers in such a way that you Group the answers in such a way that you can generalize about frequencies or girls’ can generalize about frequencies or girls’ preferences versus boys’, and so on.preferences versus boys’, and so on.

Write down your findings/generalizations.Write down your findings/generalizations. Form groups with four other classmates Form groups with four other classmates

who have at least one similar question as who have at least one similar question as you do. Exchange your findings.you do. Exchange your findings.

C. The questionC. The questionHow How have cell phones changed the users’ have cell phones changed the users’

behavior?behavior?

In your group, analyze the question and plan In your group, analyze the question and plan youryour

answer using the Answer Layout Form.answer using the Answer Layout Form.

Answer LayoutAnswer Layout Key words:Key words: Write about:Write about: From what aspect: From what aspect: Stance:Stance: Organization:Organization:

D. Collecting data & planning D. Collecting data & planning

You have conducted a mini survey and collected some dataYou have conducted a mini survey and collected some dataabout your classmates’ behavior. Now imagine you have goneabout your classmates’ behavior. Now imagine you have goneto the library, surfed the net and compiled all the info into the library, surfed the net and compiled all the info insection F (The Data Sheet) as your notes and photocopies. Insection F (The Data Sheet) as your notes and photocopies. Inyour group, share the info on the next pages and read it inyour group, share the info on the next pages and read it inorder to select supporting ideas for your answer. Decide howorder to select supporting ideas for your answer. Decide howto outline the info in your answer. to outline the info in your answer.

How many points will there be in your group How many points will there be in your group report? report?

What will each point be about? What will each point be about? How much of the survey findings can you How much of the survey findings can you

incorporate?incorporate? Do you have enough info (i.e. explanations Do you have enough info (i.e. explanations

and examples)?and examples)? Present your ideas to the class and get Present your ideas to the class and get

feedback.feedback.

E. Writing & editing the answer E. Writing & editing the answer

At home write your answer on a piece of At home write your answer on a piece of paper.paper.

Using the criteria at the end of the task, Using the criteria at the end of the task, evaluate your work. evaluate your work.

Hand in your work for feedback to another Hand in your work for feedback to another the next day.the next day.

After you get your paper back, read the After you get your paper back, read the feedback, rewrite parts if there are feedback, rewrite parts if there are suggestions and hand in your work to the suggestions and hand in your work to the teacher.teacher.

F. Data Sheet: F. Data Sheet: Behavioral effects of mobile phonesBehavioral effects of mobile phones

Fingers and thumbs:Fingers and thumbs:Sadie Plant, founder of the Cybernetic Culture ResearchSadie Plant, founder of the Cybernetic Culture ResearchUnit at Warwick University, collected data on hundreds ofUnit at Warwick University, collected data on hundreds ofmobile phone users in nine cities around the world,mobile phone users in nine cities around the world,including Beijing, Chicago, London and Tokyo over sixincluding Beijing, Chicago, London and Tokyo over sixmonths and discovered: months and discovered: ““People who've grown up with mobile phones tend to use their thumbs whenPeople who've grown up with mobile phones tend to use their thumbs whenothers would use their fingers.” others would use their fingers.” ........................................................................................................................................................................................................................................................ Social status symbol:Social status symbol:Plant: “The mobile is fast becoming an essential prop in thePlant: “The mobile is fast becoming an essential prop in thesocial life of 20-year-olds. It has even become part of their matingsocial life of 20-year-olds. It has even become part of their matingdisplay with young men trying to impress women with the advanceddisplay with young men trying to impress women with the advancedtechnology of their phones.”technology of their phones.”Donald Ball: “(the conventional telephone) was considered somethingDonald Ball: “(the conventional telephone) was considered somethingthat one apologizedthat one apologized........................................................................................................................................................................................................................

Sources:Sources: http://www.newscientist.com/hottopics/phones/phones.jsp?http://www.newscientist.com/hottopics/phones/phones.jsp?

id=23151900id=23151900 http://cellular.co.za/http://cellular.co.za/

news_2002/061102mms_to_overtake_sms_messaging_by.htnews_2002/061102mms_to_overtake_sms_messaging_by.htmm

Mobile phone users: A small-scale observational study by Mobile phone users: A small-scale observational study by Alice Johns, Apr 2001 Alice Johns, Apr 2001 http://www.aber.ac.uk/media/Students/abj0001.htmlhttp://www.aber.ac.uk/media/Students/abj0001.html

Mobile phone users: A small-scale observational study by Mobile phone users: A small-scale observational study by Jonathan Swallowe, Oct 2002: Jonathan Swallowe, Oct 2002: http://www.aber.ac.uk/media/Students/jos0101.htmlhttp://www.aber.ac.uk/media/Students/jos0101.html

Anonymous (2002): ‘On the mobile: Groundbreaking global Anonymous (2002): ‘On the mobile: Groundbreaking global study explores behavioral effects of mobile phone use. study explores behavioral effects of mobile phone use. [WWW document] URL: [WWW document] URL:

http://www.mobileguy.com/publish/article70.shtml http://www.mobileguy.com/publish/article70.shtml Ball, D. (1968). ‘Towards a Society of Telephones and Ball, D. (1968). ‘Towards a Society of Telephones and

Telephoners’. In Marcello Truzzi (Ed.) Telephoners’. In Marcello Truzzi (Ed.) Sociology and Sociology and Everyday LifeEveryday Life. Englewood Cliffs, NJ.: Prentice-Hall.. Englewood Cliffs, NJ.: Prentice-Hall.

STEP 3 POST-TASK: REFLECTIONSTEP 3 POST-TASK: REFLECTION

What are you really good at, concerning What are you really good at, concerning writing at paragraph-level?writing at paragraph-level?

What seems difficult? Can you think of a What seems difficult? Can you think of a solution to your problem?solution to your problem?

Which task in this unit was easy for you? Which task in this unit was easy for you? Why?Why?

FOCUS ON FORMFOCUS ON FORM 1 1

LANGUAGE TO DESCRIBE THE LANGUAGE TO DESCRIBE THE GRAPHSGRAPHS

FOCUS ON FORM FOCUS ON FORM 22

CONCLUDING SENTENCES (CSs)CONCLUDING SENTENCES (CSs)

FOCUS ON FORMFOCUS ON FORM 3 3

REFERRING TO RESEARCHERS &REFERRING TO RESEARCHERS &

AUTHORSAUTHORS

Please write toPlease write to

tolunguc@metu.edu.trtolunguc@metu.edu.tr

for feedbackfor feedback

Thank you!Thank you!