Task-Based Approach in Foreign Language Learning

A Socrates – Comenius 2 Course supported by the European

Commission

Tabasco…

Transnational Development Project

Lingua A project University of Amsterdam, ILO, Universitat Autonoma de Barcelona, Centro Servizi Amministrativi di

Bergamo, Université de Montpellier, IEFE, Oxford Brookes University, Coordination: Brussels, VSKO, DNI Evaluation: Peter Skehan

SLA: Michael Long & Peter Skehan

Transnational Development Project

An approach to language teaching and learningConceptual frameworkMethodology and materials

A set of staff development modulesA.o. Comenius 2

A set of publications Whose learning is it anyway Krachtig leren binnen een taakgerichte

benadering CD-Rom Website www.tabascoproject.com Learning environment (Viareggio Secret Garden)

European added value

Common ground Languages Terminology Contexts and cultures

More than poolingCollaborative effortCollective ownership

Comenius 2 Course

Viareggio, April 1 – 7 2003

April 3 – 9 2004

April 7 – 13 2005

Target group: foreign language teachers, heads of FL departments, teacher trainers, in-service trainers, advisors and inspectors working in the field of foreign languages

Tutors

National Centre for School improvement (APS), Utrecht, NL

National Institute for Educational Issues (NIVOZ), Driebergen, NL

Università di Milano, ITVSKO, INSET and International Relations

Unit, Brussels, BE

Course content

Application of language learning and language acquisition principles through a task-based approach

Application of self-directed and co-operative learning principles through a task-based approach

Creating the conditions for the implementation of a task-based approach.

Specific course content

Issues s.a. Socio-constructivism Language acquisition Multiple Intelligences Task cycle Assessment Teacher and learner role Motivation Reflection Use and production of “materials” Etc...

Approach and method

Practise what you preach Task-based approach Experiential learning

Opportunities and limitations The topic Course format Target group Tutors Resources The language…

Correlation between Type of Instruction and Effective Learning

Dochy, 2000

Type of instruction % of effective learning

Lectures 4,5 Reading 11 Audiovisual media 22 Demonstration 32 Group discussion 56 Practical 75 Instruction to teach the subject to others 82

Syllabus and Course programme

Our journey across the Tabasco island

Reflection portfolio

Narrative of our experiences:An invitation to… Reflect on the process we go through Structure our findings Reframe our values and beliefs Plan further actions Celebrate our acquirements:

presentation on Wednesday Ownership of the portfolio…

Course objectives (1)

Participants have an increased awareness of The implications of second language

acquisition research for the classroom Self-directed and co-operative learning

principles The conditions needed for the

implementation of a comprehensive task-based approach in a school

Course objectives (2)

Participants can Apply methods and work formats that are

conducive to a task-based approach Assess learners’ outcomes through a task-

based approach Evaluate task-based materials on the basis of

a set of consistent criteria Design tasks that meet these criteria

Course objectives (3)

Participants have an improved understanding of What it feels like to learn through a task-

based approach Language learning issues in other countries Educational issues in other countries

Participants’ needs and expectations

Learning Tabasco language

Practicalities

Lunch bags… Timetables trains Viareggio map Meals Drinks Mini bar Questions?

Off and go!