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Conclusion
Product
Process
The focus is on the
end products/results
of the teaching and
learning process.
The focus is on the
processes through
which skills and
knowledge are
gained.
The grading of syllabus The grading of
input is carried out syllabus input is
according to grammatical carried out according
principles. to psycholinguistic
principles.
It tends to be teacher-
centered.
It tends to be learner-centered.
II) Task-based Syllabuses
A) Principles
Widowson's view
Pedagogic tasks are investments to be drawn to meet unpredictable communicative needs.
The selection of tasks is a basic building block.
I) Procedural Syllabuses
Tasks are selected for pedagogic and psycholinguistic reasons.
Definition
(1987,68): " structural syllabuses are designed on the assumption that it is the internalisation of grammar ....... which affords the most effective preparation for the reality of communicative encounters."
Tasks are more salient unit of planning for teachers than objectives. ( Long and Crookes)
B) Definition of Tasks
Richards, Platt, and Weber (1985)
(Long 1985): ".... a piece of work undertaken for oneself or for others, freely or for some reward... .In other words, by "task" is meant the hundred and one things people do in everyday life."
" a syllabus which is organised around tasks, rather than in terms of grammar and vocabulary. For example the syllabus may suggest a variety of different kinds of tasks ..... such as using the telephone to obtain information; drawing maps based on oral instructions..... "
(Richards, Platt,and Weber 1985): "... an activity or action which is carried out as the result of processing or understanding language.(i.e. as a response). For example, drawing a map while listening to an instruction and performing a command."
usage V.S use of language.
III) Content Syllabuses
A) What is the difference between task-based / content syllabuses?
C) Different Approaches to the selection of tasks
experiental content provides the point of departure for the syllabus.
Long(1985)
1st View:
Candlin(1987)
-advocates a form of needs analysis as the starting point for task selection
-articulates pedagogic
criteria for task selection
it is derived from well-defined subject area. (other subjects in a school curriculum such as science, social studies /technical field such as engineering, medicine.)
Principles
Good tasks should:
Needs Analysis
B) What are the advantages of adopting another subject?
Target tasks into task types
Derive pedagogical tasks
_promote attention to
meaning, purpose, negotiation.
_be challenging to promote risk-taking
_define a problem to be worked through by learners.
_provide opportunities for metacommunication and metacognition.
_provide monitoring and feedback, of the learner/ task.
Example: Australia
Select and sequence pedagogical tasks
The syllabus is given a logic and coherence.
Mohan (1986): The syllabus facilitates learning not merely through language but with language.
Knowledge Framework
2nd View
Activities are "combinations of action and
theoretical understanding"
Description
Sequence
Choice
(Who, what, where)
Classification
Principles
Evaluation
(What happens? /
What happens next?)
(What are the choices,conflicts, decisions?)
(What concepts
apply?)
(What values are appropriate?)
(Cause-effect/
means-end/
rules, strategies)
The Bangalore Project
Doyle (1979,1983)
tasks will need to specify
1)the products 2)the operations 3)the resources
3rd View
Activities
Shavelson and Stern (1981)
(Prabhu 1987:1_2) "...... teaching should consequently be concerned with creating conditions for coping with meaning in the classroom."
A more comprehensive view
A's Information
Person's Name From Occupation Movies
1. Jill (female) .............. doctor ...........
2. professor .............. ............. ............
3. Jared (male) Cincinnati ............. action
4. ............. Cleveland banker ..............
5. Janet (female) Dayton ............ ..............
B's Information:
Person's Name From Occupation Movies
1. ................... Toledo. ......... .........
2. Jason (male) Columbus ............ horror
3. ............ mechanic
4. Jenny (female) drama
5. lawyer comedy
Examples of task 'types' used in the project
In planning, teachers consider:
1) subject matter 2) materials 3) activities 4) goals for tasks 5) abilities, needs and interests of students
6) social / cultural context of instruction
1) information-gap activity
2) reasoning-gap activity
3) opinion-gap activity
D) Problem for the task-based syllabus designer
A variety of factors will interact to determine task difficulty.
What is difficult for learner A may not necessarily be difficult for learner B
F) Criticism
change of focus, not a revolution.
still need to specify the principles for selecting activities.