New Strategies in EAP/ESP Teaching in Kazakhstan: Task-based Approach Application

1. 46thIATEFL ESP SIG PreConferenceGlasgow, UK 19–23 April 2012 New Strategies in EAP/ESP Teaching in Kazakhstan: Task-based Approach Application Saltanat Meiramova Gumilyov Eurasian National University The University of Glasgow, School of Education saltanat.meiramova@glasgow.ac.uk saltanat.m@mail.ru

2. Why Task-Based Approach? • The TBLT Framework adapted for Kazakhstan • How to Teach Academic Vocabulary? • Why Academic Vocabulary?

3. Why Task-Based Approach?

4. The TBLT Framework adapted from Willis (1996)

5. Why Academic Vocabulary ? • Curriculum • Vocabulary size and retaining • Teaching aids drawbacks • Academic Vocabulary List • New Strategies to Use • Academic Vocabulary Coursebook

6. Sources of the Academic Vocabulary compiled List

7. The British National Corpus (BNC) data

8. Structure of a coherent lesson staging (adapted from McGuinness et.al. 2003)

9. Strategies to Academic Vocabulary Teaching and Learning • recording vocabulary • inferencing • dealing with meaning • linguistic • grouping • personalisation • brainstorming

10. Vocabulary study using the AVWL Highlighter: research • Task 1 A. Read the abstract and guess the meaning of highlighted words in bold from AVWL and discuss in pairs. • The methods of research adopted in this project combine those characteristics of social anthropology and history: they include the micro-level study of two contrasting estates, archival research, the detailed investigation of the records kept in estate offices, a series of informal interviews with former European planters and their wives now living in the UK, and discussions and interviews with informants associated at all levels with the industry in Sri Lanka. (abstract selected from bnc-queries@rt.oucs.ox.ac.uk) • Task 1 B. Research is a noun, but it is frequently used like an adjective, in front of other nouns, to give more specific information about something. Study the concordance lines and notice the way this is done.

12. Vocabulary study using the AVWL Gapmaker: research • Task 1 C. The ______ of ______ adopted in this _____ combine those characteristics of social anthropology and history: they include the micro-level study of two ______ _______, archival _______, the detailed _______ of the records kept in ______ offices, a ________ of informal interviews with former European planters and their wives now living in the UK, and discussions and interviews with informants associated at all levels with the industry in Sri Lanka. • The following words will fill the gaps: • Contrasting, estate, estates, investigation, methods, project, research, research, series. • The AWL Highlighter: http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm

13. Structure of ‘Academic Vocabulary Coursebook • Index of academic words includes 2000 words • References and Credits cover 60 works • Appendices(adapted from McCarthy, M. and O’Dell, F. (2008)): • Numbers, units of measurement and common symbols • British and North American academic vocabulary • Spelling variations • Word formation • Abbreviations • False cognates or false friends • Contents • To the teacher • To the students • Unit 1 Education • Unit 2 Science • Unit 3 Government and Justice • Unit 4 Environment • Unit 5 Money • Unit 6 Social Life • Unit 7 Nanotechnology

14. Selected types of Task-based activities presented in the Academic Vocabulary Coursebook

15. Conclusion • The compiled Academic Vocabulary List seems to be very effective for vocabulary acquisition and selected strategies promote students involvement in interactive academic communication; • The adapted TBLT Framework provides a clear structure for a lesson and it allows for creativity and variety choice of options in each stage; • Structure of a Coherent Lesson Staging to form good vocabulary knowledge and promote active learning is determined; • The structure of Academic Vocabulary Coursebook is made and types of activities are defined; • Finally, the chosen Task-Based Approach develops students language exposure, promotes creative and thought-provoking skills by communicating interactively and thereby raising the students motivation in target language learning.

16. References Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2): 213-238. D'Anna, C.A., Zechmeister, E.B., & Hall, J.W. (1991). Journal of Reading Behavior, 23, 109-122. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press. Khoo, E. (2005). The Writing Centre, University of Toronto at Scarborough. Laufer, B. (1992). How much lexis is necessary for reading comprehension. UK: Macmillan. McGuinness, C., Sheey, N., Curry, C. and Eakin, A. (2003). ACTs II Sustainable Thinking in Classrooms: A Methodology for Enhancing Thinking across the Curriculum. Materials available from Professor C. McGuinness, School of Psychology, Queen’s University, Belfast. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge Univ-ty Press. Nattinger J.R. and DeVarrico J.S. (1992). Lexical Phrases and Language Teaching. Oxford UP. Nation, I.S.P. (1990). Teaching and Learning Vocabulary. New York: Heinle and Heinle. Nunan, D. (2004). Task-Based Language Teaching. A Comprehensive revised edition of Designing Tasks for the Communicative Classroom. Cambridge Language Teaching Library. Newton (2001). ‘Options for vocabulary learning through communication tasks.’ ELT Journal 55 Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University Press. Porter, D. (2007). Check your vocabulary for EAP. A&C Black London. Read, J. (2000). Assessing Vocabulary. Cambridge University Press. Richards J.C. (2000). Vocabulary in Language Teaching. Cambridge University Press. Schmitt, D. and Schmitt N. (2005). Focus on vocabulary. Mastering the AWL. Longman. Willis, J. (1996). A Framework for Task Based Learning. Longman, p. 155, 58.

17. Thank you for your kind attention!