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

Task-Based Instruction in Arabic Basic and Post-Basic Curricula. Tarek Elgendy Defense Language Institute Foreign Language Center Curriculum Development Division Arabic LEARN Conference September 2010. Introduction. Tasks Task/Function-based instruction

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

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  1. Task-Based Instruction in Arabic Basic and Post-Basic Curricula Tarek ElgendyDefense Language Institute Foreign Language CenterCurriculum Development DivisionArabic LEARN Conference September 2010

  2. 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

  3. Task-Based Instruction and Communicative Language Teaching • Emphasizes communication through interaction. • Active involvement in the task • Pairs or small groups

  4. 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)

  5. Parameters of Task Activity Skehan’s (1998) summary of such parameters: • Meaning is primary • Learners are not given other people’s meaning to regurgitate • There is some sort of relationship to comparable real-world activities • Task completion has a priority • The assortment of tasks is done in terms of outcome (p.147)

  6. 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

  7. Role of teachers • Make performance of tasks the objective of any activity • The use of authentic tasks is as important as the use of authentic materials • Develop multi-step activities • Less use of drills, exercises, one-step activities, loose activities

  8. Arabic Basic Curriculum

  9. Organization and Design of ABC

  10. ABC Scope and Sequence

  11. 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 مطعم أو إدراكيةمثل استيعاب مفهوم معين أو عاطفية مثل شعور المتعلمين بالإنجاز أو اكتساب الثقة.

  12. Ways for Presenting Grammar: • Explicit/Deductive استنتاجي /شرح صريح • Implicit/Deductive استنتاجي /مفهوم ضمناً • Inductive/Implicitحثي / مفهوم ضمناً • Inductive/Explicitشرح صريح/حثي

  13. 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

  14. ABC_Ch. Components_Sample • Setting and Objectives – • Getting Started – • Vocabulary in Context • Nile River Cruise –p23.11 • At the Post Office –p23.29

  15. ABC_Unit Components_Sample • Grammar in Context • Present Tense Verbs in the ccusativeCase -

  16. 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

  17. Peripheral Components • Cultural Note - • How do Arabs Say it? - • Functioning in the Real World – • Strategy Notes • Computer-assisted language games - • Self-Evaluation - • Teacher’s Note

  18. Arabic Post-Basic Curriculum

  19. Arabic PB Course Design Topical Domains (FLO) Geography, Culture and Society, Politics & Economy, Military & Security, Technology & Science C4 6 wks 2 ~ 2+ C3 6 wks 2 ~ 2+ C1 6 wks 1+ ~ 2 C2 6 wks 1+ ~ 2 C5 6 wks 2+ ~ 3 C6 6 wks 2+ ~ 3 C7 6 wks 3 ~ 3+ C8 6 wks 3 ~ 3+

  20. APBC Interface

  21. Templates

  22. Example of Main Page

  23. Sample of Peripheral Page

  24. 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.

  25. Main Activities • Reading _ • Listening _ • Grammar Review ___ • Mini-Projects __ • HW _ • TTT _ • Arabic Sayings _ • Cultural Hints _

  26. Peripheral Pages • Objectives _ • Key Vocabulary _ • Resources _ • Teacher Guide _ • Recap_

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

  28. 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.

  29. Discussion tarek.elgendy@us.army.mil (831) 229-7111

  30. 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

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