Teachers Diary Experience In Task Based Education English Language Essay

Many countries of instruction are undergoing alterations in the manner instruction and acquisition is perceived. Teacher-centered lecture and structural-syllabus direction are giving manner to a more student-centered, hands-on, practical, and flexible attacks ( Shank and Cleary, 1994 ) . The field of English linguistic communication instruction is no exclusion in this paradigm displacement. One of the countries, which came under this paradigm displacement, is the traditional Present-Practice-Produce method of learning English. It has been replaced by Communicative Language Teaching. An outgrowth of Communicative Language Teaching is Task-Based Teaching. The instructor has been identified to be a learning facilitator. He does this mostly through the medium of communicating, verbal and non-verbal. The quality and effectivity of such communicating have a batch to make with the sum and quality of larning that takes topographic point. This paper talks about a instructors experience in a mixed/heterogeneous schoolroom state of affairs.

Introduction

The schoolroom, a little societal construction, but sometimes big, is a working group of pupils coming from different socioeconomic background, folks and cultural affinities, blending with some friends, some aliens and the indifferent. These differences become complex in pluralistic societies including India. Their common undertaking is larning a given content. It is the instructor who is the enabling agent for these socialisation and acquisition. The instructor is the expert ( at most in his field ) , the leader, the more mature head and wiser. This is the thought of traditional teaching method.

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During direction in the schoolroom, it is the purpose of the instructor to impact information and cognition to the pupils and on many occasions such information and cognition are designed to alter the behaviour of the scholars. However, before a instructor can alter the behaviour of his pupils, he must non merely possess equal cognition of the capable affair, he must be able to pass on his massage efficaciously. The instructor must hold the ability to carry his pupils to accept his thoughts and statements and non to go forth them inquiring at the terminal of the lesson whether to accept or reject them. The instructor should be able to utilize the schoolroom as a societal system that breads atmosphere for meaningful societal interactions and contributing acquisition environment. This brings us to the inquiry, “ What is Communication? ”

There make bold many definitions of communicating, as there are experts in the field. Oxford English Dictionary defines communicating as “ the conveyance, conveying or exchange of thoughts, cognition etc. ( whether by address, composing or marks ) . It has besides been defined as “ the procedure of trying to portion with another individual or other individuals, 1s cognition, involvements, attitudes, sentiments and thoughts ( Ralph, Hance, and Wiksell 1975:4 ) . Farrant ( 1980 ) besides defined communicating as “ the procedure of go throughing an apprehensible message from one individual to another ” ( P. 186 ) .

Every linguistic communication teacher today realizes the importance and the relevancy of the “ student-centered, hands-on, practical and flexible attack ” ( Shank and Cleary, 1994 ) , and the world-wide demand for Communicative Language Teaching, which helps to understand the linguistic communication in context and to utilize it efficaciously in state of affairss outside the schoolroom. As a consequence, alterations have been taking topographic point in many countries of instruction. The field of second/foreign linguistic communication instruction is no exclusion in this paradigm displacement. But for ELT, it has become a challenge to suit the alterations due to assorted grounds. The most of import factor is that one can non disregard the practical facet of every bing instruction system.

This paper deals with pupils from assorted backgrounds who come under one roof to larn English. This paper deals with learning methodological analysis undertaken in CELT, O.U, Hyderabad, India, to see how a short term plan can profit pupils better their communicating accomplishments. As they are assorted background pupils it became necessary to see how the virtues of different linguistic communication larning models like Communicative Language Learning and Task-Based Learning can be put together to accomplish the best consequence.

As Joanne Pettis, citing Henry Widdowson remarks, “ If you say you are eclectic but can non province the rules of your eclectic method, you are non eclectic, simply baffled. ” ( Pettis, 2003 ) . Roger Dunne from Universidad Veracruzana, Mexico justly states, “ In any event, most linguistic communication instructors are likely influenced more by class books than by manuals and preparation classs and most popular class books are unquestionably eclectic in their attack. It is likely these matter-of-fact market forces that will find the future way of linguistic communication learning in many parts of the universe instead than a battle to decease between academic fundamentalists ” ( Dunne, 2003 ) .

This paper was set within the double model of Communicative Language Teaching and Task-Based Learning. Theories of linguistic communication usage in context drama of import functions in Communicative Language Teaching and theories of linguistic communication larning drama of import functions in Task-Based Learning. Hence, the virtues of both were used.

Howatt ( 1984 ) distinguishes between the weak and the strong versions of Communicative Language Teaching. The weak version stresses the importance of supplying scholars with chances to utilize English for communicative intents and hence efforts to incorporate communicative activities into the programme of linguistic communication instruction. This is the version followed in most learning contexts, particularly in Asiatic states. As different from this, the stronger version of communicative linguistic communication learning claims that linguistic communication can be acquired merely through communicating. This would intend that learning involves non merely “ triping an bing cognition of the linguistic communication ” , but “ exciting the development of the linguistic communication system itself ” ( Howatt, p. 279 ) . However, whether it is the weak or the strong version, the advocates of Communicative Language Teaching have ever viewed larning a second/foreign linguistic communication as geting the lingual agencies to execute different maps. Some rules of Communicative Language Teaching include:

1. Language should be a agency to an terminal and the focal point should be on significance, non on the signifier.

2. The scholar has to explicate and bring forth thoughts, information, sentiments and so on.

3. Teacher intercession to rectify errors should be minimum as this distracts from communicating.

( Richards and Rodgers, 1994 )

As David Nunan ( 1989 ) says, “ Undertaking based instruction and acquisition is learning and larning a linguistic communication by utilizing linguistic communication to carry through unfastened ended undertakings. Learners are given a job or aim to carry through but are left with some freedom in nearing this job or aim. ” A undertaking is defined by David Nunan as, “ an activity ( or technique ) where pupils are urged to carry through something or work out some job utilizing their linguistic communication. Preferably, this activity is open-ended ; there is no fit manner to carry through their end ” ( 1989 ) .

Harmonizing to Jane Willis, a undertaking is a goal-oriented activity with a clear intent. Making a communicating undertaking involves accomplishing an result, making a concluding merchandise that can be appreciated by others. Undertakings can be used as the cardinal constituent of a three-part model: “ pre-task ” , “ undertaking rhythm ” , and “ linguistic communication focal point. ” These constituents have been carefully designed to make four optimal conditions for linguistic communication acquisition, and therefore supply rich larning chances to accommodate different types of scholars ( Willis, 1996 ) . Learners get exposure at the pre-task phase, and an chance to remember things they know. The undertaking rhythm gives them talking and composing exposure with chances for pupils to larn from each other.

The undertaking rhythm besides gives pupils chances to utilize whatever linguistic communication they have, both in private ( where errors, vacillations, and approximative renditions do non count so long as the significance is clear ) and in public ( where there is a constitutional desire to endeavor for truth of signifier and significance, so as non to lose face ) .

Motivation ( short term ) is provided chiefly by the demand to accomplish the aims of the undertaking and to describe back on it. Success in making this can increase longer term motive. Motivation to listen to fluent talkers making the undertaking is strong excessively, because in trying the undertaking, scholars will detect spreads in their ain linguistic communication, and will listen carefully to hear how fluid talkers express themselves.

A focal point on signifier is good in two stages in the model. The planning phase between the private undertaking and the public study promotes near attending to linguistic communication signifier. As scholars strive for truth, they try to form their studies clearly and look into words and forms they are non certain of. In the concluding constituent, linguistic communication analysis activities besides provide a focal point on signifier through consciousness-raising procedures. Learners notice and reflect on linguistic communication characteristics, recycle the undertaking linguistic communication, travel back over the text or recording and look into new points, and pattern articulating utile phrases.

Components of a Undertaking

Tasks contain some signifier of ‘input ‘ that may be verbal ( a dialogue/role play/reading ) or, gestural ( pictures/a gesture ) followed by an activity, which is in some manner derived from the input. This activity sets out what scholars need to make in relation to the input. Undertakings have besides ends and functions for both instructors and scholars.

Components of a ‘Task ‘ ( Nunan: 1989 )

From the above diagram, a undertaking can be viewed as a piece of intending focussed work, affecting scholars in comprehending, bring forthing and/or interacting in the mark linguistic communication.

Before taking up the undertaking of change overing the textual content into assorted undertakings, the undermentioned points were noted and kept in head by the research workers:

-The aim of the undertaking must be stated really clearly

-The undertaking must be appropriate for the degree of the scholars

-The undertaking must fit the scholars with the ability to use schoolroom larning in new state of affairss.

-Tasks must be interesting and actuating to the pupils

-The signifier the input takes, must be clear to the instructor

-The functions of instructors and pupils must be specified clearly

-Through the undertaking, scholars must be encouraged to negociate significance

-The linguistic communication that will be generated by the undertaking must be predicted

-There should be assortment and flexibleness in the undertakings

Few schemes for schoolroom pattern to better verbal, non-verbal and interpersonal communicating

Materials needed: Paper and pencil for each participant.

I am traveling to depict a drawing I have made of a bug. Without seeing the drawing, you are to pull the bug that I describe. You may non inquire inquiries or speak to each other.

Describe the bug.

The bug is round.

The bug has eight legs, grouped in braces with four legs on the left and four legs on the right. In the braces, one leg is longer than the other.

The bug has two eyes on top of the organic structure.

The bug has two squiggly aerials.

The bug has two pea-pod shaped wings.

The bug has a topographic point following to each wing.

The bug has a triangular stinger on the underside of the organic structure

The bug has two antennas on each pes – 1 longer than the other, both coming from the same side of the leg.

The bug has a unit of ammunition oral cavity, placed between the two eyes.

The bug laid five square eggs to the left of the stinger.

After everyone is finished. Keep up your bug so others in your group can see. Note some of the similarities and differences.

Show the drawing to the full group.

Discussion inquiries:

-Why do n’t all the bugs look like mine? ( Interpretation: everyone has a different reading, based on his or her experiences. )

-What did you believe of first when you were told to pull a bug? What did you see in your head?

-What could we hold done otherwise so that your drawings and mine would hold looked more likewise?

-What would hold been the advantages of leting inquiries to be asked?

-How many of you wanted inquiries to be asked?

Adapted from A Kaleidoscope of Leadership, Minnesota Extension Service

Wordss Entirely

Purpose: To show how of import words are when the individual speaking and the hearer can non see each other.

Materials Needed: Small pieces of paper with one of the undermentioned words on each:

Procedure: Ask one individual from the group to take a paper with one of the words on it and give a verbal description of what is on the paper ( no custodies allowed ) .

State them to concentrate on the careful pick of words, avoiding non-verbal signals. Use descriptive words associating to all five senses ( odor, touch, etc… ) .

Example: ice pick — cold, smooth, soft, fluffy- looking, Sweet, spirits.

Procedure

Questions: 1. How efficient were words entirely in showing thoughts?

2. How did you experience making this activity? ( speaker and hearer )

3. What does this remind us to make in our ain communicating?

Mention: Internet

Decision

Students showed involvement in larning English. The grounds they gave were, “ categories are full of activities and drama. ” Noted that pupils started speaking in English openly without any apprehensivenesss. They were extremely motivated by the undertakings and were encouraged to take part in making the undertakings.

Though it is clip devouring it is rather a honoring experience as they gain utile penetrations by working through activities. They improve in their linguistic communication every bit good as personality traits like squad edifice, interpersonal dealingss, adaptability etc. Even with the bing restraints, schoolroom instruction can be given a communicative orientation, giving adequate chances to pupils to utilize the linguistic communication creatively. Teaching can be made learner-centered ; with more accent on the learning procedure any given text may be re-created into assorted undertakings and activities. Task-based instruction enhances the linguistic communication proficiency of scholars.

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