The following term paper will give an overview of the principles of task-supported language learning (TSLL). Firstly, the basic concept of a “task” and its meaning will be analysed. Then, TSLL will be further explained by using the guidelines provided by Ellis (2003). Moreover, the sequencing of a task will be exemplified. Following this, the teacher and learner roles in the TSLL context will be investigated. Furthermore, the different options of task support will be elucidated.
Additionally, the speaking and writing competencies will be elaborated on. Possibilities of improving these will be mentioned. The target task C11 taken from the coursebook “Camden Town 4”, which is used in grade 8 at grammar schools in Hesse, will be analysed based on the previously mentioned aspects. Ideas on how this target task could be enhanced will be offered. Finally, it will be embedded in the according curriculum and analysed for the competencies that are to be achieved.
Table of Contents
1. Introduction
2. Task-Supported Language Learning
2.1 Task Features
2.2 Task Sequencing
2.3 Task Support
2.4 Role of the Teacher
2.5 Role of the Learner
3. Speaking and Writing
3.1 Speaking
3.2 Writing
4. Target Task Analysis
4.1 Task Features
4.2 Task Sequencing
4.3 Task Support
4.4 Embedding in Curriculum
5. Conclusion
6. References
Objectives & Topics
This paper examines the application of Task-Supported Language Learning (TSLL) in English as a Foreign Language (EFL) instruction for eighth-grade students. It aims to evaluate how a specific task from the coursebook "Camden Town 4" can be adapted and enhanced to optimally promote speaking and writing competencies, while ensuring alignment with the Hessian core curriculum.
- Principles and defining characteristics of Task-Supported Language Learning (TSLL).
- Cognitive processes and communicative demands involved in speaking and writing.
- Methodological analysis of task features and sequencing in classroom settings.
- Practical evaluation and curriculum-based optimization of the target task C11.
- The mediating role of the teacher in providing scaffolding and differentiated support.
Excerpt from the Book
2.1 Task Features
As the role of tasks in TSLL-based lessons has become clear, the features of a task will now be illustrated. Rod Ellis (2003) mentions six criteria, which a task is optimally to feature.
Firstly, he identifies tasks as workplans, which means that they give teachers orientation on how the lesson could look like. However, it needs to be taken into consideration that teachers and learners have different perceptions of the same task, which is why there is no guarantee that the plan will coincide reality. Therefore, the workplan may or may not match the intended plan and lessons cannot be thoroughly anticipated by the teacher.
Secondly, Ellis states that a task involves a primary focus on meaning rather than form. Thus, it is more important to use language pragmatically rather than displaying language. Due to this, communication is constantly encouraged by tasks which incorporate either an information, opinion, or reasoning gap. These are meant to motivate learners to use language and linguistic such as non-linguistic resources in order to complete the task. Even though tasks do not specify the kind of language which is required to solve them, they still create a certain semantic space such as the need for certain cognitive processes linked to linguistic options. Consequently, tasks lead learners in a particular direction while also giving them the freedom of final choice.
Summary of Chapters
1. Introduction: Presents the relevance of TSLL in modern EFL classrooms and introduces the specific research question regarding the adaptation of task C11.
2. Task-Supported Language Learning: Outlines the theoretical foundations, defining principles, task components, and the respective roles of teachers and learners.
3. Speaking and Writing: Examines the cognitive processes and communicative requirements of the two productive skills in the context of the eighth-grade curriculum.
4. Target Task Analysis: Provides a practical application of the theoretical framework by analyzing the coursebook task C11 regarding its features, sequencing, and curriculum embedding.
5. Conclusion: Summarizes the findings and emphasizes the teacher's role as a mediator in adjusting tasks to meet individual learner needs effectively.
6. References: Lists the academic literature and curriculum documents used throughout the research.
Keywords
Task-Supported Language Learning, TSLL, TBLT, EFL teaching, Speaking Competence, Writing Competence, Communicative Competence, Scaffolding, Differentiation, Camden Town 4, Task Analysis, Curriculum Alignment, Foreign Language Acquisition, Pedagogic Tasks, Learner Autonomy.
Frequently Asked Questions
What is the core focus of this paper?
The paper focuses on Task-Supported Language Learning (TSLL) and how it is applied in German grammar school classrooms, specifically for eighth-grade English students.
What are the primary themes discussed?
Central themes include the definition and structure of tasks, the importance of scaffolding (ZPD), the integration of speaking and writing skills, and the role of the teacher in differentiating instruction.
What is the main research objective?
The objective is to analyze the target task C11 from the "Camden Town 4" textbook to determine if it meets the criteria of a meaningful task and to offer suggestions for improvement.
Which scientific methodology is utilized?
The work employs a theoretical analysis based on established TBLT/TSLL frameworks (notably Rod Ellis) and compares these with the specific requirements of the Hessian core curriculum for English.
What is covered in the main body of the work?
The main body covers the theoretical definition of tasks, detailed processes for speaking and writing, and a comprehensive, step-by-step analysis of the selected target task.
What are the key terms associated with this research?
Key terms include TSLL, task sequencing, scaffolding, communicative outcome, and curricular competencies.
How does the author define a "task" compared to an "exercise"?
The author highlights that while both aim for language learning, tasks focus primarily on meaning and real-world-like communication, whereas exercises often prioritize form-focused accuracy.
Why is the teacher's role considered central in TSLL?
The teacher acts as a mediator who must understand individual learner profiles to provide appropriate scaffolding and differentiation, thereby ensuring that tasks remain accessible yet challenging.
- Citar trabajo
- Anonym (Autor), 2019, Promoting Speaking and Writing Competencies in the context of Task-Supported Language Learning in Grade 8, Múnich, GRIN Verlag, https://www.grin.com/document/1266583
