Task-Based Approach in Foreign Language Learning

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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, - PowerPoint PPT Presentation

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<ul><li><p>Task-Based Approach in Foreign Language Learning A Socrates Comenius 2 Course supported by the European Commission</p></li><li><p>Tabasco</p></li><li><p>Transnational Development ProjectLingua A projectUniversity of Amsterdam, ILO,Universitat Autonoma de Barcelona,Centro Servizi Amministrativi di Bergamo,Universit de Montpellier, IEFE,Oxford Brookes University, Coordination: Brussels, VSKO, DNIEvaluation: Peter SkehanSLA: Michael Long &amp; Peter Skehan</p></li><li><p>Transnational Development Project</p><p>An approach to language teaching and learningConceptual frameworkMethodology and materialsA set of staff development modulesA.o. Comenius 2A set of publications Whose learning is it anywayKrachtig leren binnen een taakgerichte benadering CD-Rom Website www.tabascoproject.com Learning environment (Viareggio Secret Garden)</p></li><li><p>European added valueCommon ground Languages Terminology Contexts and culturesMore than poolingCollaborative effortCollective ownership </p></li><li><p>Comenius 2 CourseViareggio, April 1 7 2003April 3 9 2004April 7 13 2005</p><p>Target group: foreign language teachers, heads of FL departments, teacher trainers, in-service trainers, advisors and inspectors working in the field of foreign languages</p></li><li><p>TutorsNational Centre for School improvement (APS), Utrecht, NLNational Institute for Educational Issues (NIVOZ), Driebergen, NLUniversit di Milano, ITVSKO, INSET and International Relations Unit, Brussels, BE </p></li><li><p>Course contentApplication of language learning and language acquisition principles through a task-based approachApplication of self-directed and co-operative learning principles through a task-based approachCreating the conditions for the implementation of a task-based approach.</p></li><li><p>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...</p></li><li><p>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 </p></li><li><p>Correlation between Type of Instruction and Effective LearningDochy, 2000</p><p>Type of instruction</p><p>% of </p><p>effective learning</p><p>Lectures</p><p>4,5</p><p>Reading</p><p>11</p><p>Audiovisual media</p><p>22</p><p>Demonstration</p><p>32</p><p>Group discussion</p><p>56</p><p>Practical</p><p>75</p><p>Instruction to teach the subject to others</p><p>82</p></li><li><p>Syllabus and Course programme</p></li><li><p>Our journey across the Tabasco island</p></li><li><p>Reflection portfolioNarrative 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</p></li><li><p>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 </p></li><li><p>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</p></li><li><p>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</p><p>Participants needs and expectations</p></li><li><p>Learning Tabasco language</p></li><li><p>Practicalities Lunch bags Timetables trains Viareggio map Meals Drinks Mini bar Questions?</p></li><li><p>Off and go!</p><p>Vooruitgangsportfolio: Tonen van momentopnames van het leren over de tijdDe vooruitgang van de leerlingen moet blijken uit hun portfolio. Daarom selecteren de leerlingen uit het mogelijke materiaal die werkstukken die hun vooruitgang illustreren.Het kan gaan om het tonen van vooruitgang in n of meerdere vakgebieden.Procesportfolio: Tonen van het leren in al zijn stadia over de tijdDe leerlingen kiezen bij dit type portfolio hun werkstukken z dat het leerproces in al zijn stadia duidelijk wordt.Zowel taken toetsen, oefenblaadjes als de kladbladen kunnen worden opgenomen.Bestwerkportfolio: Tonen van verworven vaardighedenIn dit type portfolio gaan de leerlingen hun beste werk verzamelen. Leerlingen zoeken naar bewijzen van hun sterkere kanten voor dingen waarin ze goed zijnDaarnaast geven ze ook een aantal vaardigheden aan die nog voor verbetering vatbaar zijn. Voor deze vaardigheden bepalen ze enkele leerdoelen.Leerdoelenportfolio: Bepalen in hoeverre leerlingen bepaalde doelen hebben bereiktEen leerdoelenportfolio bevat een duidelijke formulering van elk doel. Het gaat om doelen op een bepaald niveau (bijv. vierde leerjaar/groep 6) en in een bepaald vakgebied.Leerlingen selecteren die werkstukken die het bereiken van een bepaald doel illustreren en lichten dit toe.</p></li></ul>

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