This paper deals with the question, if Webquests do help to improve the Communicative Language Learning Process and Taskbased-Language-Learning in general?
Even though research confirms, language learning or rather task-based language learning is part of the communicative approach to language learning, there is still frequently believed in approaches that regard language learning as a linear process.
Within the scope of such linear processes in terms of language learning, several language items are meant to be put together. In contrast to this approach, task-based approaches recognize language learning as imponderable or rather hardly predictable.
Table of Contents
1 Introduction
2 Task-based Language Learning and Teaching
2.1 Key Features
2.2 Characteristics and Definition of Task
2.3 The TBLL Framework – A Practical Approach
3 The Webquest – A Way to support Communicative Language Learning
4 Conclusion
5 Bibliography
5.1 Literature
5.2 Internet
Objectives and Topics
The term paper investigates the effectiveness of Webquests in enhancing the communicative language learning process and explores their integration within the broader framework of Task-based Language Learning (TBLL).
- Comparison of traditional teaching methods (PPP) with Task-based Language Learning (TBLL).
- Defining the characteristics and core components of tasks in language education.
- Explaining the TBLL framework and its practical implementation phases.
- Analyzing the role of Webquests as inquiry-oriented tools for independent learning.
- Evaluation of learner motivation, autonomy, and the use of authentic materials.
Excerpt from the book
2.2 Characteristics and Definition of Task
There are several definitions of tasks as it can be distinguished between different forms like exercises, tasks, pedagogic tasks and real-life tasks. Nunan (1989: 10) for instance defines task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form.” (Nunan, 1989: 10 in Müller-Hartmann & Schocker van Ditfurth, 2011: 41). Moreover Willis (1996: 23) “emphasizes the role of activities which achieve an outcome for learner as a result of using the foreign language (L2) for a communicative purpose” (Willis, 1996: 23 in Müller-Hartmann & Schocker van Ditfurth, 2011: 41). In terms of the differentiation between tasks and exercises, it can be said that exercises primarily focus on having the learners produce correct linguistic forms and ask them to use grammatical structures properly in written form whereas the purpose of tasks within the scope of simulated and real interviews for instance is communicative and learners produce discourse that might occur like this in other natural language production contexts (cf. Skehan, 1998 in Müller-Hartmann & Schocker van Ditfurth, 2011: 41). Tasks are goal-oriented and focus on a meaningful content and an appropriate outcome for the individual learner. The task’s challenges make learners motivated and make them want to use the second language in order to reach their goals. Here the students are allowed to make use of their individual language knowledge. They can also fall back up on material like words and structures the teacher provides or can finally use dictionaries or ask classmates. There are no limits or rather there is no focus on specific linguistic forms. Thus real and authentic language use can occur (cf. Qualitäts-und Unterstützungsagentur – Landesinstitut für Schule, 2016).
Summary of Chapters
1 Introduction: This chapter highlights the shift from linear teaching approaches like the "PPP-method" toward more meaningful, task-based learning approaches to foster genuine communication.
2 Task-based Language Learning and Teaching: This section details the key features, definitions of tasks, and the pedagogical framework necessary to implement TBLL effectively in the classroom.
2.1 Key Features: This sub-chapter outlines how authentic tasks and learner-centered activities promote motivation, positive emotions, and intercultural competence.
2.2 Characteristics and Definition of Task: This sub-chapter differentiates between exercises and tasks, focusing on the distinction between pedagogic and real-world tasks.
2.3 The TBLL Framework – A Practical Approach: This sub-chapter explains the instructional phases of a TBLL lesson, including preparation, the task cycle, and the language focus phase.
3 The Webquest – A Way to support Communicative Language Learning: This chapter defines Webquests as inquiry-oriented tools that leverage the internet to support self-determined and independent learning.
4 Conclusion: The final chapter summarizes how Webquests improve the communicative language learning process by facilitating "learning by doing" and fulfilling modern curricular requirements.
5 Bibliography: This chapter lists all cited literature and internet sources used to support the arguments in the paper.
5.1 Literature: A compilation of academic books and papers cited throughout the text.
5.2 Internet: A list of web-based resources, including educational portals and institutional definitions.
Keywords
Task-based Language Learning, TBLL, Communicative Approach, Webquest, PPP-method, Language Acquisition, Learner-centeredness, Affective Filter, Intercultural Competence, Pedagogic Tasks, Real-world Tasks, Computer Assisted Language Learning, CALL, Classroom Interaction, Language Fluency
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on investigating whether Webquests effectively support the communicative language learning process within the context of Task-based Language Learning (TBLL).
What are the core topics discussed in the document?
The core topics include the critique of traditional PPP-teaching methods, the definition and classification of tasks, the phases of the TBLL framework, and the application of Webquests as a modern educational tool.
What is the research goal of this term paper?
The goal is to determine if Webquests improve communicative language learning and how they contribute to student motivation and autonomous learning.
Which teaching methodology is mainly analyzed?
The paper primarily analyzes the Task-based Language Learning and Teaching (TBLL) methodology in contrast to the traditional Presentation-Practice-Production (PPP) method.
What content is covered in the main body of the paper?
The main body covers the theoretical foundations of TBLL, the differences between tasks and exercises, practical frameworks for planning lessons, and the structure of a Webquest.
Which keywords define this academic work?
Key terms include TBLL, Communicative Approach, Webquests, learner-centeredness, affective filter, and language acquisition.
How do Webquests specifically contribute to communicative learning?
Webquests foster communication by requiring students to interact, read, and write using authentic online sources to solve real-world problems, thus moving away from rigid, form-focused exercises.
What role does the teacher play in a Webquest?
The teacher acts as a facilitator and monitor, providing necessary resources and guidelines, and evaluating both the process and the final outcome of the students' work.
Why is the "affective filter" important in this context?
The concept is mentioned to explain that positive emotions and a relaxed learning environment—often generated by interesting, meaningful tasks—significantly facilitate successful language acquisition.
- Quote paper
- David Knobelspies (Author), 2016, Task-based Language Learning and Teaching. Improvement with the Help of Webquests?, Munich, GRIN Verlag, https://www.grin.com/document/1163319
