TASK AND PROJECTWORK By Sandra Rodriguez Julieth Quintana Cilena Cuellar
TASK AND PROJECT WORK Definition: Are different ways of creating opportunities for language learning. • Problem solving • Cooperative learning • Collaboration • Negociation of meaning Syllabus design: • Communicative Language Teaching • Task-based Lnaguage Teaching • Content-based Intruction.
Implementing Task-BaseedLanguage Teaching Two categories of syllabus. The synthetic sillabus Discrete: linguistis item, points of Grammar, lexical items, and functions. The analytic syllabus Immerse learners in real-life communication.
The project: Student-GeneratedAction Research Task-based project: Time, Activities, Make group Design a questionnaire (choise of topic) Objective • Authentic purposes • Intrinsically motivation • Take responsabilities • Ability (grammatically – pragmatically) • Group of work
TOPIC CHOICES Key element: The learners have primary control over the topic they investigate. motivation enthusiasm Topic successful conclusion • 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 betweenteachers in different skill areas. The curriculum is highly coordinatedcan 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.