Language learning materials design and the task-oriented perspective

1. Language learning materials design and the task-oriented perspective Jean-Claude BertinUniversity of Le Havre (France)

2. Task-oriented Language LearningBasic assumptions • The European action-based didactic approach • From linguistic competence to communication and collaboratin skills (the Common European Framework of Reference for languages) • Communication for task completion

3. Correlated assumptions • Notion of « Task » • macro-tasks (e.g. « setting up in business ») • micro-tasks (e.g. work on a specific language item) • Notion of « Document » • Referential function (access to information) • Pedagogic function (work sequence on a micro-task) • Collaborative learning (peer learning – sociocultural perspective) • Combining two SLA theories : • Rule learning / exemplars learning

4. Typical structure of a « lesson » • Macro-task (3 stages) : • 1. methods and directions for work • 2. task and documents (full document /didactic sequence) • 3. production (writing…) • End of task assessment • Link between virtual/real worlds last screen page = print options • For further personal work • For test/exam preparation • access to documents studied • access to scores

5. Learning Labs : learner environment • The work space : • Screen page (clickable texts) • Controler • Browsing tools • Plan of lesson • Access to references • Personal notebook • Personal « caddie » • Chat space

6. The learning environment : typical sequence (task) • 4 screen pages built automatically • Introduction to task (macro) • Visualisation of task and related documents • document menu : • Display document • Play didactic sequence • The personal caddie • Collaborative work • Written production (available by click) • End-of-task assessment and scores

7. Chat space and forum • Who takes part ? • Learners registered in the « course » = set of tasks, sequences or documents • Pedagogic objective : • Offer free space for peer communication.. Peer learning / peer scaffolding (sociocultural approach) • Contents of chat space : • text • Hyperlinks to pictures and web pages.

8. Learning environment and the institution • Learner registration • By institution or self-registeration (password) • Registration applies to one/several course(s) • Tutor/teacher can form groups • Available after password… : • List of tasks • List of documents • List of sequences • Direct access to chat space and writing activity module

9. The writing activity module (1) • Objective : help develop writing skills (=/= correction) • Passage from micro- to macro-task • Free writing space • Principle : • Copy/paste notes from personal notebook. • Copy/paste / adapt structures from the caddie • Collaborative work with peers / • Available tools : see interface

10. The writing activity module (2) • Collaborative dimension: • Save work then… « submit » • Text becomes available to peers and teacher • mail sent with address of the document to be reviewed • « Review » function (pour reviewers) • Text highlighting • Pop-up comments

11. The writing activity module (3) • « Review » function (pour author) • Visualiser the various comments from reviewers (scrolling menu) • Choose comments offerd (accept or reject)

12. Materials design : the online authoring module from Learning Labs • Preparation • Define the task • Prepare documents • design sequences • Required skills : • word processing • Move / resize windows with the mouse

13. Test Learning Labs Net Suite • Go to the website : • http://learninglabs.dyndns.org • Write : < > (no password) • Free access to… • « demo » lesson (learner) • « essai » course (author) : design your own tasks and documents