task-based instruction in arabic basic and post-basic curricula tarek elgendy defense language...

Task-Based Instruction in Arabic Basic and Post-Basic Curricula

Tarek ElgendyDefense Language Institute Foreign Language Center

Curriculum Development DivisionArabic LEARN Conference

September 2010

Introduction

Tasks Task/Function-based instruction Authentic material and real-life tasks. Thematic/Function-driven scope and

sequence.

Role of grammar in functionally driven courses.

Samples

Task-Based Instruction and Communicative Language Teaching

Emphasizes communication through interaction.

Active involvement in the task

Pairs or small groups

What is a Task?

Nunan (1989) defined a task as “any classroom work which involves learners in comprehension, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.” (p.10)

“An activity which requires learners to use language, with emphasis on meaning, to attain an objective.” Bygate, Skehan, Swain (2001)

Parameters of Task Activity

Skehan’s (1998) summary of such parameters:Meaning is primaryLearners are not given other people’s meaning to regurgitateThere is some sort of relationship to comparable real-world activitiesTask completion has a priorityThe assortment of tasks is done in terms of outcome (p.147)

Parameters of Task Activity

“A task is goal oriented A task involves a primary focus on meaning The participants choose the linguistic resources

needed to complete the task A task has a clearly defined outcome.”

Rod Ellis

Role of teachers

Make performance of tasks the objective of any activityThe use of authentic tasks is as important as the use of authentic materialsDevelop multi-step activitiesLess use of drills, exercises, one-step activities, loose activities

Arabic Basic Curriculum

Organization and Design of ABC

Outline of the ABC

Semester I & II Semester III

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Chapte

r 1

Chapte

r 2

Chapte

r 3

Chapte

r 4

Topic Presentation A

• Vocabulary in Context• Grammar in Context

Topic Presentation C

• Vocabulary in Context• Grammar in Context

Topic Presentation B

• Vocabulary in Context• Grammar in Context

Chapte

r 1

Chapte

r 2

Chapte

r 3

Chapte

r 4

Military Topics

Chapte

r 5

ABC Scope and Sequence

Theme الموضوعالرئيس

Topics

الموضوعالفرعي

Functions

وظائف اللغة

Grammar

قواعد اللغة

الهواياتالشخصية

Hobbies

الهوايات التي تمارس

في مكان مفتوح

Outdoor activities

لتعبير عن االتفضيل

Expressing preferences

نصب الفعل المضارع

:

Oلعب Pأحب-الكرة

أحبP أن

Oألعب-الكرة

Role of Grammar

Role of grammar in TBI: Facilitating the learners’ performance of the task

The goal of embedding grammar in the topic is to help achieve functional, cognitive, or emotional objectives.

الهدف من نسج قواعد اللغة مع الموضوع هو تيسير أداء وظائف تربوية معينة، يمكن أن تكون أهداف الدرس أهداف أدائية مثل طلب وجبة في

مثل استيعاب مفهوم معين أو مطعم أو إدراكيةعاطفية مثل شعور المتعلمين باإلنجاز أو اكتساب

.الثقة

Ways for Presenting Grammar:

Explicit/Deductive شرح صريح/استنتاجيImplicit/Deductive استنتاجي/ { مفهوم ضمنا Inductive/Implicit { حثي / مفهوم ضمناInductive/Explicit حثي/شرح صريح

Unit Design

Semester 1 - Unit 5: Touring the Arab World

Chapter 21: Planning for the Trip Chapter 22: First Leg of the Trip Chapter 23: Touring Egypt Chapter 24: Last Leg of the Trip Chapter 25: Morocco to Kuwait

Setting and Objectives –

Getting Started –

Vocabulary in Context

• Nile River Cruise – p23.11

• At the Post Office – p23.29

ABC_Ch. Components_Sample

ABC_Unit Components_Sample

Grammar in Context

• Present Tense Verbs in the

ccusative Case -

ABC_Main Components_Sample

Language in Use - Culmination of chapter theme,

vocabulary, and grammar A military-driven problem-solving

scenario Four-skills integration, task-based

activities Presented in real-life situations, using

authentic materials Learner-focused classroom

Peripheral Components

Cultural Note -How do Arabs Say it? -Functioning in the Real World –Strategy NotesComputer-assisted language

games -Self-Evaluation -Teacher’s Note

Arabic Post-Basic Curriculum

Arabic PB Course Design

Topical Domains (FLO)Geography, Culture and Society, Politics &

Economy, Military & Security, Technology & Science

C1

6 wks

1+ ~ 2

C1

6 wks

1+ ~ 2

C2

6 wks

1+ ~ 2

C2

6 wks

1+ ~ 2

C3

6 wks

2 ~ 2+

C3

6 wks

2 ~ 2+

C4

6 wks

2 ~ 2+

C4

6 wks

2 ~ 2+

C5

6 wks

2+ ~ 3

C5

6 wks

2+ ~ 3

C6

6 wks

2+ ~ 3

C6

6 wks

2+ ~ 3

C7

6 wks

3 ~ 3+

C7

6 wks

3 ~ 3+

C8

6 wks

3 ~ 3+

C8

6 wks

3 ~ 3+

APBC Interface

Templates

Example of Main Page

Sample of Peripheral Page

Main Activities

Introduction _

Spark interest, not deep, not for discussion, Ex. Ask for a view point or speculation

Warm-Up _

Vocabulary about the topic, enough socio/cultural background to start with.

Main Activities

Reading _ Listening _ Grammar Review _ _ _ Mini-Projects _ _ HW _ TTT _ Arabic Sayings _ Cultural Hints _

Peripheral Pages

Objectives _ Key Vocabulary _ Resources _ Teacher Guide _ Recap_

Conclusion

ABC and APBC are: TB Driven Contemporary Level-driven FLO-oriented Student-centered Standardized

Resources

Nunan, D. (1989)> Designing tasks for the communicative class. Cambridge, Cambridge University Press.

Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics 18, 268-86.

Ellis, R. (2003). Task-based language learning and teaching. Oxford, Oxford University Press.

Discussion

tarek.elgendy@us.army.mil

(831) 229-7111

Disclaimer

This presentation is authorized by the Defense Language Institute Foreign

Language Center and the Department of Defense. Contents of this

presentation are not necessarily the official views of, or endorsed by, the

U.S. Government, Department of Defense, Department of the Army, or

the Defense Language Institute Foreign Language Center