Project Work: A means to

promote language and content.

Dulce María A. Vargas Daetz

Implementing Task-Based Language

Teaching

&

Implementing Task-Based

Language Teaching

It is focus on task work project as different ways ofcreating opportunities for language learningthrough problem solving , coopertive learning,collaboration and negotiatioin of meaning.

A task is an activity which learners carry out usingtheir available language resources and leading toreal outcome.

Playing games

Solving a problem

Sharing and comparing experiences.

Task and Project work

Implementing Task-Based

Language Teaching

In carry out task, learners are said to take

part in such processes as negotiation of

meaning, paraphrase, and

experimentation.

Tasks can be used as a basis for teaching

and give detailed account of 12-week-long

.

In carry out the task, ss experiences

oportunities for meaningful language use in

a realistic context.

Task and Project work

It specifies leaarning

outcomes.

The syllabusConventional

syllabus

Task-basedsyllbus

It is more concerned

with the process of

learning.

It specifies the contect ofa course :

Language structures.

Funcions.

Topics and themes.

Macro-skills-(reading,writing, listening,speaking ).

Competencies.

Text Types.

Vocabulary targets.

The syllabus

Conventionalsyllabus

Task-basedsyllbus

It specifies the task

that should be

carried by learners

within a program:

Pedagogical tasks

Real-world tasks-

Syllabus

Analytic

SyllabusIt is a noninterventionist,

experiential approach which

aims to immerse learners in

real-life communication.

Syntetic

SyllabusSyllabus segments the target

language into a discrete

linguist items, such as point of

grammar , lexical items and

fuctions

Ss working in small groups.

Choosing a topic of interest.

Designing a questionnarie.

Analyze and interpret thedata.

Finally present their findingsin class.

The project involves

:

Provide learners the opportunity to usethe English for authentic purposes for anextended period of time.}

Provide Intrisically motivation activitieswhich tak advantage of the learners desireto improve their listening and speakingproficiency.

Allow learners to take responsibility fortheir own English education by giving themthe primary responsability for topic section ,questionnarie creation.

The general objectiveof the project are to :

Decide how they will structure and presentthe data they collect.

Reinforce learner´s ability to formgrammatically and pragmatically correctquestions.

Enhance the learner´s presentation skills.

Demonstrate to ss that the use of Englishcan further enhance their own education anddevelopment.

Provide opportunities for learners to workclosely together with apartner or in a smallgroups for an extend period.

The general objectiveof the project are to :

Learners are introduced to the project.

They are shown a sample questionnaire.

They view a sample presentation on a

videotape.

The 12 –week plan

WEEK 1

WEEK 2

Teachers checks each group ideas,

with the instructor´s advice, each

group should tentatively settle on a

topic.

Learners discuss suitable targe groups to

whom they can administer their

questionnaire.

The 12 –week planWEEK 3

WEEK 4Groups brainstorm the main points they

wish to investigate and the brainstorm

possible questions to include on their

questionnaire.

WEEK 5Groups practice interviewing and using theirquestionnaire by ask questions to other members.

They purpose is to find out how well the questions theyhave formulated are eliciting the type and quantity ofinformation they hoped for.

Learners are instructed to begin data byinterviewing a minimum of ten people pergroup member.

The 12 –week planWEEK 6

WEEK 7Learners report to the group members on

their progress in gathering data and any

problems they found.

WEEK 8

Groups members compare interview data

and look for interesting trends.

The instructor explains how the presentation will beevaluated, in addition discussing presentation skills,such as eye contact, the use og gestures, and voiceprojection.

The 12 –week planWEEK 9

WEEK 10Half of the groups make a formatpresentation of their results.

WEEK 11

Remaining groups make the format

presentation of their results.

The instructor complemented evaluations

of the presentations to each ss.

The information in these evaluation is

used in order to compile suggestions for

possible changes to the project.

The 12 –week plan

WEEK 12

PRE-TASK

ACTIVITIES

.• Are used in several points in the project.

.• Essential for providing adequate support to the learners.

• Challenging task in some case new vocabulary , grammar or knowledge of language.

• Pre-tasks can potentially lead learners to interpret tasksin more fluent , more complex and more accurate ways.

THE NEGOTIATION OF MEANING

• This is beneficial for inter-language development.

• Should produce higherdegrees of comprehension.

• It promotes greater flexibility in thelearnr´s ruler system by encouragingthe exploration of new hypothesesabout structure of the target language.

A closer analysis of the majortasks

1. The languagerequired.

Skehan (1998) Proposes three

dimensions ofr theanalisis of taks.

2. Thinkingrequiered.

3. Comunicative stress.

The first dimension :The Language Required

This will help to ensurethat noticing new lexical

items, grammaticalconstructions .

Thinking Required

The second dimension

Capacities to analysis

Organize information

Understand the process

The third dimension : CommunicativeStress

Students have to tak into account

The speed of presentation

Long time or short time

The number of participants

Length texts

Control the interaction

PROJECT WORK : A MEAN TO PROMOTE LANGUAGE AND

CONT

.

• To promote meaningful ss engament with language and contentlearning..

.

• Though content based instruction. Ss developed language skilland knowledgeable society of the world.

• Into the contect-based classroom teachers create learningenvironments.

• Active ss particpation

• Stimulate higher skills - Thinking

• Give ss responsibility for their own learning .

Cooperative ss

Collaborative

Problems solving

Project work intocontent-based

Project work can be integrated intocontent based classroom.

Introduce to develop a project in theEnglish Classroom.

PURPOSE

In a content-based approach learners are

going to think and learn through language

target.

Ss not only to understand information but

to interpret and evaluate it as well.

It provides a forum in which ss can

respond orally to reading and leacture

materials.

It recognizes that academic writing

follows from listening and reading.

A RATIONALE FOR CONTENT-BASED INSTRUCTION

1. Project work focuses on content

learning rather than on specific language

targets.

2. Project work is ss centered through the

teacher plays a major role in offering

support and guidance througout the

process.

3. Project work is cooperative rather than

competitive.

THE PRIMARY CHARACTERISTICS OF

PROJECT WORK

4. Project work leads to the authenticintegration of skills and processing ofinformation form varied sources, mirroring real-life tasks.

5. Project work culminates in an end productthan ca be shared with others , giving theproject a real purpose.

6. Project work is potentially motivating,stimulating, empowering, and challenging.

THE PRIMARY CHARACTERISTICS OF

PROJECT WORK

The most suitable format for a given

context depends on a variety of factors:

Curricular objectives

Course expectations.

Student´s profeciency levels.

Student interests

Time constraints.

Availability of materials.

SOME FACTORS

Henry (1994) proposes three types ofprojects:

Structured projects

Unstructured projects

Semistructured projects

Research projects

Text projects

Correspondence projects

Survey projects

Encounter projects

CLASSIFICATION

Projects may also differ in the ways that information isreported:

Production projects

Performace projects

Organizational projects

Projects can be carried out intensively over a shortperiod of time or extended over few weeks, or a fullsemester .

It can be complete by ss individually , in small groups oras a class.

They can take place within classroom or out theclassroom.

CLASSIFICATION

Projects work is introduced as a special

sequence at activities and requires multiple

stages of development to succedd.

Sheppard and stoller ( 1995) proposed

and 10- step sequence that gives easy-to-

manage structure to project work and

guides teacher and students.

INCORPORATING PROJECT WORK INTO THE CLASSROOM

INCORPORATING PROJECT WORK INTO THE CLASSROOM

Step 7. compile and analyzing information.

Step 8: Prepare ss for thelanguage demands of step 9.

Step 9: Present Final product. Step 10: Evaluate the project.

Stage 4 : Prepare ss for the language demands of step 5.

Step 5: Gather Information.Step 6: Prepare ss for the language

demands of analyzing data.

Stage 1 : Agree on a theme for the project

Stage 2: Determine the final outcome. Stage 3 : Structure the project.

CONCLUSION

Tasked- based teaching offers the opportunity fornatual learning inside the classroom.

It is intrinsically motivating.

It is compatible with a learner-centrededucational philosophy but also allows for teacherinput and direction.

It provides to the development of communicativefluency while not neglecting accuracy.

It can be used along side a more traditionalapproach.

Any curriculum content can be taught throughtasks. The key point is that the teacher usually willhave to create their own worksheets or strategies.

The teacher must stay very active during a taskbased lesson assisting ss individually or as agroup.