Title: An Alternative Framework for Taskbased Instruction: CorePeripheral Task Mariko Boku Kinki University
1An Alternative Framework for Task-based
Instruction Core/Peripheral TaskMariko
BokuKinki University, JapanInternational
Conference on Task-based Language TeachingAt
Kathrieke Universiteit Leuven, Belgium22nd
September, 2005
2I. Purpose of This Study
- Raise a question of usefulness concerning
current task framework. - An alternative framework of task-based
instruction will be proposed with examples. - 1. Applicable to ESL
- ?Applicable to ESL/EFL
- 2. Task-in-process
- ? task-as-workplan
3Outline of the Presentation
- I. Purpose of this study
- II. Definition of Task
- III. Previous Studies
- IV. Problems of Three-phased Task
- V. Theoretical Background
- VI. A Proposal of Core/peripheral Task
- VII. Examples (1. knowledge-construction task
- 2. language- activating/fluency-stret
ching tasks) - VIII. Conclusion
4II. Definition of the Task
- Long (1985)
- Prabhu (1987)
- Nunan (1989)
- Willis (1996)
- Bygate, Skehan Swain (2001)
- Skehan (1998)
5III. Previous Studies
- Ellis (2003)
- 1. strategic (off-line) planning
- 2. on-line planning
- Willis (1996, 2004)
- 1. Task cycle (i.e., during-task)
- 2. Language focus (i.e., post-task)
6III. Previous Studies (cont.1)
- Pre-task focus on form increases learner
dependency on teacher
-
Willis (2003) - dubious acquisition under the excessive focus
on form Skehan (1998 )
7III. Previous Studies (cont.2)
-
- Task-in-process
- Task-as-workplan
- Seedhouse (2005)
8Figure 1
- General task phase
- PRE DURING
POST - planning (strategic) (planning
on-line) learner report - framing the activity time
pressure repeat the task -
Consciousness-raising - Williss task phase (adapted from Willis, 1996)
- PRE TASK CYCLE
LANGUAGE -
FOCUS - introduction to topic task planning
report analysis practice - task
-
-
9IV. Problems of Three-phased Task
- A. Universal problems
-
- 1. Deficiency of authentic environment
- 2. Superfluity teachers roles not clear
- 3. Whose task?
- 4. Learner type
-
10IV. Problems of Three-phased Task
(cont.1)
-
- B. Culture specific problems (EFL)
-
- 1. learners interdependence
- 2. educational background
- 3. teachers predisposition
-
11V. Theoretical Background
-
- A. Cognitive perspective
- Level of processing theory
- (Craik Lockhart, 1972)
-
12V. Theoretical Background (cont.1)
- B. Socio-psychological perspective
- 1. Zone of proximal development
-
(Vigotsky, 1978) - 2. Three levels of analysis
- individual, inter-individual and group
levels -
(Semin, 2003) - 3. Social identity theory
- (Hogg
and Abrams, 1988)
13VI. Core/Peripheral Task
- A. Structure Two-phased task
- 1. Core task learner-centered
- 2. Peripheral task teacher-fronted
-
14 Figure 2
- Core task Peripheral task
- learner-centered teacher-fronted
-
15VI. Core/Peripheral Task (cont. 1)
- B. Function
- Core task
- no strategic planning
- communication strategies
- report to the audience
- constant change of partners and
- group members
- core task repetition in the following
class -
16IV. Core/peripheral Task (cont.2)
- B. Function
- Peripheral task
- 1. teachers debriefing
- 2. learners retrospective narrative
- 3. peripheral task planning for
- upcoming repeated core task
-
17IV. Core/peripheral Task (cont. 3)
- C. Advantages
- 1. compatibility of learner, teacher,
and - researcher
- 2. flexible class length/materials
- 3. authenticity-oriented
- 4. applicability to any learners
- 5. device to stop fossilization
-
18Figure 3
-
-
- C1 P 1 C1 C2 P2
C2 C3 P3 C3 C4 P4
19Figure 4
20VII. Examples
- A. Knowledge-construction task
- (Samuda,
2001) - Example
- Story-telling activity (Boku, 1998)
21VII. Examples (cont.1)
- B. Language-activating/
- fluency-stretching tasks
- (Samuda,
2001) - Example
- Dice talk
22VIII. Conclusion
- Core/peripheral task can resolve
- the issues of
- 1. superfluous process
- 2. learner interdependence
- 3. role of the teacher
- 4. balance of focus on meaning and form
- 5. applicability for EFL situation
-
23VIII. Conclusion (cont.1)
- 1. Emphasis on learner-centeredness in
- terms of
- 1. the framework
- 2. objectives
- 3. what and how to focus in an
- authentic environment
- 2. Possible research data collection
- (e.g.,
independent evaluation test etc.)
24REFERENCES
- Abrams, D. Hogg, M.A. (1999). Social Identity
and Social Cognition. Oxford Blackwell - Boku, M. (1998). Student-centered pronunciation
practice More than Right or Light. - The Language
Teacher, Vol. 22, No. 1054-6. - Brewer, M. B. Hewstone, M. (2004). Social
Cognition (eds.). Malden Blackwell - Bygate, M. Samuda, V. (2005). Integrative
planning through the use of task repetition. In
Ellis, R. 37-76. - Bygate, M. Skehan, P. Swain, M. (2001).
Researching Pedagogic Tasks Second Language
Learning, Teaching and Testing. (eds.) Harlow
Pearson Education - Bygate,M. Skehan, P. Swain, M. (2001),
Introduction. In Bygate, M. Skehan, P.
Swain,M. 1-19. - Carter, R. Nunan, D. (2001). The Cambridge
Guide to Teaching English to Speakers of Other
Languages. Cambridge OUP. - Craik, F. I. M. (1973). A levels of analysis
view of memory. In Pliner, P., Krames, L.
Alloway, T.M. (Eds.). - Craik, F. I. M. Lockhart, R.S. (1972). Levels
of processing A framework for memory research.
Journal of Verbal Learning and Verbal Behavior,
11, 671-84. - Ellis, R. (2003). Task-based Language Learning
and Teaching. Oxford OUP. - Ellis, R. (2005). Planning and task-based
performance Theory and research. In Ellis, R.
3-36. - Ellis, R. (2005). Planning and Task Performance
in a Second Language. Amsterdam John Benjamins. - Ellis, R. Yuan, F. (2005). The effects of
careful within-task planning on oral and written
task performance. In Ellis, R. (2005) 167-192.
25REFERENCES (cont.1)
- Eysenck, M.W. (2000). Psychology. New York
Psychology Press. - Gass, S., Madden, C. (1985). Input and Second
Language Acquisition. Rowley, Mass Newbury
House. - Han, Z. (2004). Fossilization in Adult Second
Language Acquisition. Clevedon Multilingual
Matters. - Leaver, B. L. Willis, J.R. (2004). Task-based
instruction in Foreign Language Education
Practices and Programs. Washington Greorgetown
University Press. - Littlewood, W. (2004). The task-based approach
Some questions and suggestion. ELT Journal
58/4319-326. - Long, M. (1985). Input and second language
acquisition theory. In Gass, S. Madden, G.
(Eds.) - Norris, J. M., Brown, J.D., Hudson, T.,
Yoshioka, J. (1998). Designing Second Language
Performance Assignments. Second language
Teaching Curriculum Center. University of
Hawaii at Manoa. - Nunan, D. (1989). Designing Tasks for the
Communicative Classroom. Cambridge CUP. - Prabhu, N.S. (1987). Second Language Pedagogy.
Oxford OUP. - Robinson, P. (2001). Cognition and Second
Language Instruction. (Eds.). Cambridge CUP. - Saito, H. Ebsworth, M.E. (2004). Seeing
English language teaching and learning through
the eyes of Japanese EFL and ESL students.
Foreign Language Annals. Vol. 37. No.1 111-124. - Samuda, V. (2001). Guiding relationships
between form and meaning during task performance
The role of the teacher. In Bygate, M., Skehan,
P. Swain, M. 119-140.
26REFERENCES (cont.2)
- Seedhouse, P. (1999). Task-based interaction.
ELT Journal. 53/3149-156. - Seedhouse. P. (2005). Task as research
construct. Language Learning. Vol. 55.
No.3553-570. - Semin, G. R. (2004). Language and social
cognition. In Brewer, M. B. Hewstone, M.
(Eds.) 221-243. - Skehan, P. (1996). A framework for the
implementation of task-based instruction.
Applied Linguistics. Vol.17. No. 1. 38-62. - Skehan, P. (1998). A Cognitive Approach to
Language Learning. New York Psychology Press. - Skehan, P. Foster, P. (2001). Cognition and
tasks. In Robinson, P. (2001) 183-205. - Skehan, P. (2002). A non-marginal role for
tasks. ELT Journal Vol. 56/3 289-295. - Skehan, P. (2003). Task-based instruction.
Language Learning. Vol.36. 1-14. - Skehan, P. Foster, P. (2005). Strategic and
on-line planning The influence of surprise
information and task time on second language
performance. In Ellis, R. (2005). (Eds. )
193-218. - Vigotsky, L.S. (1978). Mind in society.
Cambridge Harvard University Press. - Willis, D. Willis, J. (2001). Task-based
language learning. In Carter, R. Nunan, D.
(2001) 173-179. - Willis, J. (1996). A Framework for Task-based
Learning. Harlow Longman. - Willis, J. R. (2004). Perspectives on task-based
instruction Understanding our practices,
acknowledging different practitioners. In
Leaver, B. L. Willis, J.R. (2004)3-46.
27Appendix 1 (Story-telling activity)
(Boku, 199855)
- John went to buy some (1. shorts 2. shirts) the
other day. But first he had to (1. walk 2. work)
for several hours. After he bought them, he
found a nice calendar with a picture of beautiful
(1. glass 2. grass). - On his way home, he met (1. Don 2. Dawn).
- They went to a coffee shop and talked about
the - (1. sheep 2. ship) which they had to paint for
an assignment.
28Appendix 2 (Dice talk) Sample topics for
Dice Talk
- Favorite movie/sports/music
- The funniest experience Ive ever had
- If I were a millionaire....
- Future dream
- My childhood
- How I spend my free time
- The place I want to visit
- If I were a president of U.S.A, I would
- I agree/disagree with woman working after
marriage because - I agree/disagree with man taking child care
holiday because - I feel happy when I......
- 10 years later I....
29Worksheet for Dice talk
- What made you feel it most difficult to talk
in the first group? - What was your assigned topic?
- Did you ask a few questions to your group
members? Yes No (Why/not?) - Did you feel it easier to talk to your 2nd group
members? Yes No (Why/not?) - Do you think that difference of the topic
influenced you how well you talked? - Yes
No (Why/not?) - Did you notice any grammatical mistakes when you
were making 3 minutes speeches? -
Yes (What kind of mistakes?
) No - Did you use Reflexive pronoun or Subjunctive mood
in your speech? -
Yes No - What kind of characteristics did you find in your
group members speeches? (pronunciation, grammar,
eye contact, communication strategies and so on) - What did you find most important to communication
with your partner? - Did you talk more when you talked with your
partner than when you were in the group? - Yes
- No (Why/not?
)
30- Thank you very much
- for your kind attention!
- Mariko Boku mboku_at_msn.com