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