Richards & Rodgers: A task is an activity or goal that is carried out using Language. to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development. Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.

1. BY: ZAHRA FARAJNEZHAD

2. INTRODUCTION
TASK-BASED
 Engaging learners in task work provides a
better context for the activation of learning
processes. Learners should be immersed in
tasks that require them to negotiate meaning
rather than in comprehensible input.
Richards & Rodgers:
• A task is an activity or goal that is carried out
using Language.
• The Key assumptions underlying TBLT
include:
 Processes rather that products of
learning
 Purposeful activities and tasks
emphasizing Meaning and
Communication

3. SKEHAN
• Tasks are activities that have Meaning as their primary focus. Success in tasks is
evaluated in terms of achievement of an Outcome, and tasks generally bear some
resemblance to real life language use.
• Skehan defines task as an activity in which:
Meaning is primary
There is some communicative problem to solve
There is some sort of relationship to comparable real-word activity
Task completion has some priority, and
The assessment of the task is in terms of outcome.

4. Specific tasks can be designed to facilitate the use and learning of particular
aspects of language.
Skehan: There is a trade off between cognitive processing and focus on form
in selecting and designing tasks.
A TBLT syllabus is composed of tasks within a program and their order.
Learners are group participants, monitors of the language form used for
communication, risk-takers and innovators. Teachers select and sequence
tasks, prepare learners for tasks, and raise learners` consciousness. Students
should attend to or notice critical features of the language they use or hear.
This is referred to as Focus On Form (FonF)

5. It focus on task work project as different ways of creating
opportunities for language learning through problem solving,
cooperative learning, collaboration and negotiation of meaning.
A task is an activity which learners carry out using their available
language resources and leading to real outcome.
Playing a game
Solving a problem
Sharing and comparing experiences

6. • In carry out task, learners are said to take
part in such processes as negotiation of
meaning, paraphrase, and experimentation.
Tasks can be used as a basis for teaching
and give detailed account of 12- week-long
(Beglar andHunt)
• In carry out the task, students experience
ample opportunities for meaningful language
use in a realistic context

7. IMPLEMENTING TASK-BASED LANGUAGE
TEACHING
• Synthetic syllabus segments the target language
into a discrete linguistic items, such as points of
grammar, lexical items and functions.
• The different parts of language is taught separately and
step. So that the learner’s acquisition faces a process of
gradual accumulation of parts until the whole structure
of the language has been built up. Grammatical
criterions are used to break the language into discrete
units.These items are graded according to their:
(1) grammatical contexts
(2) fluency of occurrence
(3) contrastive difficulty in relation to L1
(4) situation need
(5) pedagogic convenience.
• Analytic syllabus is a noninterventionist,
experiential approach which aims to immerse
learners in real-life communication.
• is organized in terms of the purposes for which the
learner is learning the language and the kind of
performance that are necessary to meet these
purposes.
• is not the grammatical system of the language but the
communicative purpose for which language is used.
• The language and content are drawn from the input and
are selected and graded according to what the learner’s
need to do the real world communicative task. In the
task, linguistic knowledge that is built through the unit is
applied to the solving of a communicative problem.The
content is defined in terms of situation, topics, items
and other academic or school subjects.

8. ONE TYPE OF ANALYTIC SYLLABUS IS
THE TASK-BASED SYLLABUS
Meaningful input and
output
contextualization
it will engage learners’
general cognitive
processing capacities
a rich linguistic
environment
which they will process
and reshape the input
Tasks will likely create
capable of activating the
learners’ intuitive
heuristics

9. THE PROJECT INVOLVES:
• Students working in small groups
• Choosing a topic of interest
• Designing a questionnaire
• Analyze and interpret the data
• Finally present their findings in class.

10. THE GENERAL OBJECTIVE OF THE
PROJECT ARE TO:
• Provide learners the opportunity to use the English for authentic
purposes for an extended period of time.
• Provide intrinsically motivation activities which take advantage of the
learner’s desire to improve their listening and speaking proficiency.
• Allow learners to take responsibility for their own English education by
giving them the responsibility for topic section, questionnaire creation.

11. Decide how they will structure and present the data they collect
Reinforce learners’ ability to form grammatically and pragmatically correct
questions
Enhance the learners’ presentation skills
Demonstrate to students that the use of English can further enhance their own
education and development
Provide opportunities for learners to work closely together with a partner or in a
small groups for an extended period

12. THE 12- WEEK PLAN
• Week 1
Learners are introduced to the project
They are shown a sample questionnaire
They view a sample presentation on
videotape
• Week 2
Teacher checks each group ideas.
With the instructor ‘s advice, each
group should tentatively settle on a
topic.

13. • Week 3
Learners discuss suitable target groups to whom they can administer their questionnaire
• Week 4
Groups brainstorm the main points they wish to investigate and then brainstorm possible
questions to include on their questionnaire.
• Week 5
Groups practice interviewing and using their questionnaire by ask questions to other members.
The purpose is to find out how well the questions they have formulated are eliciting the type
and quantity of information they hoped for.
• Week 6
Learners are instructed to begin data by interviewing a minimum of ten people per group
member
• Week 7
Learners report to the group members on them.

14. • Week 8
Groups members compare interview data
and look for interesting trends.
• Week 9
The instructor explains how the
presentation will be evaluated, in addition
discussing presentation skills, such as eye
contact, the use of gestures, and voice
projection.
• Week 10
Half of the groups make a formal
presentation of their results.
• Week 11
The remaining groups make the formal
presentation of their results.
• Week 12
The instructor complemented evaluations of
the presentations to each student.
The information in these evaluations is used
in order to compile suggestions for possible
changes to the project.

15. PRE-TASK ACTIVITIES
Are used in several
providing vocabulary,
points in the project
Essential for providing
adequate support to the
learners
Challenging task in some
case new vocabulary,
grammar or knowledge
of language
Pre-tasks can potentially
lead learners to
interpret tasks in more
fluent, more complex
and more accurate ways.

16. THE NEGOTIATION OF MEANING
Negotiation of meaning is a process that speakers go through to reach a clear understanding of each
other. Asking for clarification, rephrasing, and confirming what you think you have understood are all
strategies for the negotiation of meaning.
In the classroom
Information gap activities such as jigsaw readings or listening, group story building, spot the
difference and communicative crosswords are examples of activities that give learners the opportunity
to develop their communicative competence through negotiation of meaning as they share
information.
This is beneficial for inter-language development.
should produce higher degrees of comprehension. (Paraphrasing and lexical substitution).
It promotes greater flexibility in the learner’s ruler system by encouraging the exploration of new
hypotheses about structure of the target language.

17. COMMUNICATION STRATEGIES
 Learners should be involved in using communication strategies, such as clarification,
confirmation, comprehension checks, requests, repairing, reacting, and turn taking.
• The notion: to modify and restructure interaction until mutual comprehension is
reached are what enable learners to move forward in their interlanguage development.
• Although the learners were not taught communication strategies as part of the project,
they were actively taught strategies in the part of the course that focused on the direct
teaching of speaking.

18. CONTEXTUALIZED LINGUISTIC INPUT
• One of the greatest strengths of task-based teaching is the
fact that much, or all, language use occurs in a natural,
communicative context.
• As Kumaravadivelu (1994, p. 38) states, “It is . . . essential
to bring to the learners’ attention the integrated nature of
language. . . .
• Introducing isolated, discrete items will result in pragmatic
dissonance, depriving the learner of necessary pragmatic
cues and rendering the process of meaning making harder.”
As a natural by-product of the high degree of
contextualization of language in this project, the major
language skills were closely integrated.
• This is the main principle of Whole
Language Education (e.g., see
Brown, 1994). Language is not the
sum of its discrete parts and is best
learned when oral language
(listening and speaking) and
written language (reading and
writing) are integrated and
mutually reinforcing.

19. A CLOSER ANALYSIS OF THE MAJOR TASKS
SKEHAN (1998) Proposes three dimensions forTHE ANALISIS OFTASKS
The
language
Required
Communicative
Stress
Thinking
Required

20. THE LANGUAGE REQUIRED
• The first dimension: (Code Complexity)
• This will help to ensure that noticing
new lexical items, grammatical
constructions.
• This includes such factors as linguistic
complexity and variety, vocabulary load
and variety, and redundancy and
information density.

21. THINKING REQUIRED
• The second dimension: (Cognitive Complexity)
Involves the consideration of cognitive familiarity, which consists of topic familiarity with the
task.
Cognitive processing, includes the organization of the information, the amount of computation
necessary, the clarity and sufficiency of the information provided and the type of information
provided.
Capacities to analysis.
Organize information.
understand the process.

22. COMMUNICATIVE STRESS
• The third dimension:
students have to take into account:
Time limits and Time pressure.
The speed of presentation.
The number of participants involves in the task.
Length of texts used.
The type of response expected
Control the interaction.

23. ENCOURAGING SELF-EVALUATION
• A priority in task-based approaches is to mobilize the learner’s metacognitive resources to
keep track of what is being learned, and what remains to be learned.
• Engaging in self-assessment is the first step in consciously understanding one’s
weaknesses. However, this must be followed by the formulation of a plan to address those
weaknesses, and then that plan must be put into action, followed by another round of
evaluation.
• This cycle is closely related to the notion of promoting greater learner autonomy, which
should be a long-term goal in most programs.
• Although learners were required to reflect on their performance in the group presentation,
they were not asked to formulate a plan designed to address the weaknesses they noticed;
therefore, no concrete action could take place. In future implementations of the project,
this shortcoming should be addressed.

24. CONCLUSION
• The task-based project was well received by the majority of the learners in the course.
They found the experience to be rewarding, intrinsically interesting, and educationally
beneficial. Many of their final presentations were impressively polished and included a
considerable amount of detailed information, which was well organized and effectively
supported by appropriate visual aids.
• Thus, the final product was generally of a high level. The concern of this paper, however,
has been with process – a concern common to most analytic syllabuses. Seen from the
point of view of process, the project holds great promise for helping learners in their
efforts to further improve many aspects of their English-language proficiency. However,
the potential of the project can only be fully manifested as more is understood about the
nature of different types of tasks and as the instructors in the program gradually
implement changes which they believe will result in a pedagogically sounder experience
for the learners.

25. CHAPTER 10
Project Work:A Means to Promote
Language and Content

26. PROJECT WORK: A MEAN TO PROMOTE LANGUAGE AND
CONTENT
To promote meaningful student’s
engagement with language and content
learning.
Through content based instruction
Students develop language skill and
knowledgeable society of the world.
Into the content-based classroom
teachers create learning environments.
Requires:
• Participants
Active
Students
• Thinking
Stimulate
higher skill
• Give students
responsibility for their
own learning.
…..

27. PROJECT WORK INTO CONTENT-BASED
Cooperative students
Collaborative
Problems solving
• PURPOSE:
Project work can be integrated into
content based classroom.
Introduce to develop a project in the
English classroom.

28. A RATIONALE FOR CONTENT-BASED INSTRUCTION
In a content-based approach Learners are going to think and learn through
language target.
students not only to understand information but to interpret and evaluate it as well.
It provides a forum in which students can respond orally to reading and lecture
materials.
It recognizes that academic writing follows from listening and reading.

29. • 1. Thematically organized materials, typical of content-based classrooms, are easier to
remember and learn.
• 2. The presentation of coherent and meaningful information, characteristic of well-
organized content-based curricula, leads to deeper processing and better learning.
• 3. There is a relationship between student motivation and student interest- common
outcomes of content- based classes-and a student’s ability to process challenging
materials, recall information, and elaborate.
• 4. Experience in a topic develops when learners reinvest their knowledge in a sequence
of progressively more complex tasks feasible in content-based classrooms and usually
do not present from more traditional language classrooms because of the narrow focus
on language rules or limited time on superficially developed and disparate topics.

30. THE PRIMARY CHARACTERISTICS OF PROJECT WORK
• 1. Project work focuses on content learning rather than on specific language
targets. Real world subject matter and topics of interest to students can become
central to projects.
• 2. Project work is student centered, though the teacher plays a major role in
offering support and guidance throughout the process.
• 3. Project work is cooperative rather than competitive. Students can work on their
own, in small groups, or as a class to complete a project, sharing resources, ideas,
and expertise along the way.
• 4. Project work leads to the authentic integration of skills and processing of
information from varied sources, mirroring real-life tasks.

31. • 5. Project work culminates in an end
product (e.g., an oral presentation, a
poster session, a bulletin board display,
a report, or a stage performance) that
can be shared with others, giving the
project a real purpose. The value of the
project, however, lies not just in the
final product but in the process of
working towards the end point. Thus,
project work has both a process and
product orientation, and provides
students with opportunities to focus on
fluency and accuracy at different
project-work stages.
• 6. Project work is potentially
motivating, stimulating, empowering,
and challenging. It usually results in
building student confidence, self-
esteem, and autonomy as well as
improving student’s language skills,
content learning, and cognitive abilities.

32. SOME FACTORS
• The most suitable format for a given
context depends on a variety of factors:
 Curricular objectives
 Course expectations
 Students’ proficiency levels
 Student interests
 Time constraints
 Availability of materials

33. CLASSIFICATION
oHenry (1994) proposes three types of projects:
Structured projects
Unstructured projects
Semi structured projects
ocan differ in data collection techniques and sources of information, so we find:
Research projects
Text projects
Correspondence projects
Survey projects
Encounter projects

34. oProjects may also differ in the ways that information is reported:
• Production projects
• Performance projects
• Organizational projects
Projects can be carried out intensively over a short period of time or extended over few
weeks, or a full semester It can be complete by students individually, in small groups or as
a class. They can take place within classroom or out the classroom.

35. INCORPORATING PROJECTWORK INTO THE
CLASSROOM
• Project work is introduced as a special
sequence of activities and requires multiple
stages of development to succeed. Sheppard
and Stoller (1995) proposed an 10-step
sequence that gives easy-to-manage structure
to project work and guides teacher and
students.

36. Step 1: agree on a theme for the project.
Step 2: determine the final
Step 3: structure the project. outcome.
Step 4: Prepare students for the language demands of step 5
Step 5: gather information.
Step 6: prepare students for the language demands of analyzing data.
Step 7: compile and analyzing information.
Step 8: prepare students for the
Step 9: present final product language demands of step 9
Step 10: evaluate The project
This would necessitate a great deal of creative higher thinking and communication as
well as the use of all four skills. It could help bring the literature to life and ensure that
learners have to know, understand, and discuss the important aspects of the subjects.

37. CONCLUSION
• Content-based instruction and project work provide two means for making English-language classrooms
more vibrant environments for learning and collaboration. Project work, however, need not be limited to
content-based language classes. Language teachers in more traditional classrooms can diversify instruction
with an occasional project. Similarly, teacher educators can integrate projects into their courses to reinforce
important pedagogical issues and provide trainees with hands-on experience, a process that may be
integrated into future classrooms of their own. Whether a project centers on American elections,
demography, peace education, syllabus design, or methodology, students of varying levels and needs can
benefit from the empowering experience that results from participation and collaboration in a project.
Although project work may be easier to implement in second language settings because of more readily
accessible content resources, teachers in foreign language settings have already proven that with adaptation
and creativity, the project approach can be successful and rewarding for teachers and students alike.

38. THE END
Thanks for Listening
Any Questions?
NO! Super