Nowadays, through the shift towards Communicative Language Teaching (CLT), which appeared in the 1990s, and the approach of Task Base Language Learning (TBLL), which was developed out of CLT, the importance of using the target language in order to acquire it is emphasized.
Although this opinion is very popular, some teachers are not able to increase the Student Talking Time (STT) in their EFL classrooms. Therefore, this paper focuses on the question how the approach of TBLL and the concept of cooperative learning can help the teachers to increase the STT in secondary EFL classrooms and scaffold the acquisition of communicative competence of their students.
In order to do so, this paper first of all explains some important theories regarding second and foreign language acquisition and points out what is meant by the term of communicative competence. After that, this paper offers an overview about the characteristics of TBLL and why this methodology can be used in order to give the students more chances to use the target language in EFL classrooms.
This paper will also discuss the chances and obstacles of group work as one possible method of cooperative learning which can foster oral participation. It will also explain what teachers should consider in order to use this approach efficiently. Before the results are summed up at the end of this paper, a concrete teaching sequence is suggested.
Table of Contents
1. Introduction
2. Research and theories regarding second and foreign language acquisition
3. Communicative competence and strategies
4. The methodology of TBLL: a shift towards communicative language teaching
4.1 What is a task?
4.2 The shifted role of the teachers
5. The concept of group work as an example for cooperative learning in the communicative language teaching
5.1 Chances and obstacles of group work
5.2 The division of students into suitable groups
6. Role plays: a concrete example of communicative group work in EFL classrooms
7. Conclusion
Objectives & Core Topics
This paper examines how Task-Based Language Learning (TBLL) and cooperative learning strategies can be effectively utilized to increase Student Talking Time (STT) and foster communicative competence in secondary English as a Foreign Language (EFL) classrooms.
- Theoretical foundations of second and foreign language acquisition.
- Defining communicative competence and the role of communication strategies.
- Methodological characteristics of TBLL and the shifted role of the teacher.
- Benefits and challenges of implementing group work in an educational setting.
- Practical application of role plays as a tool for communicative language teaching.
Excerpt from the Book
6. Role plays: a concrete example of communicative group work in EFL classrooms
In the following part of this work a concrete teaching sequence will be introduced and this sequence should be one example of a possible group work which allows students to use the target language in a natural and communicative context. This sequence can be used for students from 8th to 12th grade and should be used the ones who are able to produce the target language on a middle to advanced level. In order to foster the communicative language use of students teachers can carry out non-scripted role plays with their students. During a role play the students have the chance to slip into another identity. A role is determined by the conventions and expectations of the society but the student who plays a role has also the possibility to express their own associations playing this certain character (Maley, 1987, p. 5). Alan Maley argues that playing a role is enjoyable for students since “none of the risks of communication and behaviour in the real world are present” (Maley 1987, p. 5). Students are allowed to hide themselves behind a role and this can help students to become liberated because their own personality is not involved. Ideally this non-scripted role play is done at the end of a series of lessons when the students are already familiar with the topic, a few arguments and some technical terms.
Summary of Chapters
1. Introduction: Outlines the goal of shifting from traditional grammar-focused teaching to communicative approaches to increase student participation in EFL classrooms.
2. Research and theories regarding second and foreign language acquisition: Reviews historical shifts in language acquisition theories, from behaviorism to interactionist hypotheses, emphasizing the need for comprehensible output.
3. Communicative competence and strategies: Defines communicative competence as a set of skills and strategies, rather than just grammatical knowledge, essential for effective communication.
4. The methodology of TBLL: a shift towards communicative language teaching: Introduces TBLL as a learner-centered methodology that focuses on meaningful tasks and the teacher's role as a guide.
5. The concept of group work as an example for cooperative learning in the communicative language teaching: Discusses group work as a framework to manage large classes while fostering oral output and cooperation, alongside its inherent challenges.
6. Role plays: a concrete example of communicative group work in EFL classrooms: Provides a practical sequence demonstrating how non-scripted role plays can encourage natural language use in a safe environment.
7. Conclusion: Summarizes that balancing quantitative time for practice with a high-quality, comfortable learning environment is key to language acquisition success.
Keywords
Task-Based Language Learning, TBLL, Communicative Competence, EFL, Student Talking Time, STT, Cooperative Learning, Language Acquisition, Role Play, Learner-Centeredness, Oral Participation, Communicative Language Teaching, CLT, Pedagogical Tasks, Interaction Hypothesis.
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on improving the communicative competence and increasing the active use of the target language (English) among students in secondary EFL classrooms.
Which specific approaches are analyzed in the text?
The paper primarily explores Task-Based Language Learning (TBLL) and cooperative learning strategies, specifically group work and role plays.
What is the primary goal of the author?
The primary goal is to provide teachers with methodological concepts that help move away from traditional teacher-led instruction toward practices that maximize Student Talking Time (STT).
Which scientific methodology is central to the paper?
The paper uses a theoretical overview of second language acquisition research and connects it to didactic applications like task-based and cooperative learning models.
What topics are covered in the main section of the paper?
The main section covers the definition of communicative competence, the methodology of TBLL, the challenges and organization of group work, and the practical implementation of role plays.
How would one characterize the keywords for this work?
The work is characterized by terms related to modern language pedagogy, focusing on communicative interaction, learner autonomy, and the practical application of group-oriented tasks.
Why is the role of the teacher considered "shifted"?
The role is shifted because, within TBLL, the teacher moves from being a "dominant knowledge transmitter" to a "guide by the side" who facilitates student-led discovery and practice.
What role does the "Oberstufe" play in the author's argument?
The author identifies the "Oberstufe" (upper secondary level) as a target group for these methods because these students already possess the foundational language skills required for spontaneous and authentic communicative tasks.
What constitutes a "pedagogical task" according to the text?
A pedagogical task is a classroom activity that is designed to connect to real-world language use, encouraging students to produce and understand utterances to accomplish a meaningful objective.
- Arbeit zitieren
- Aileen Illing (Autor:in), 2018, Chances and Obstacles of Task Base Language Learning and Cooperative Learning in EFL Classrooms. How can the Language Use of these Students be increased?, München, GRIN Verlag, https://www.grin.com/document/1034443
