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TASK

The document discusses task-based language learning and teaching in Turkiye, emphasizing the importance of a syllabus that meets students' needs and interests. It outlines different syllabus models and the significance of task types in language learning, highlighting the difference between tasks and exercises. Additionally, it provides guidance on designing a task-based syllabus by identifying learner goals, selecting appropriate topics, and organizing tasks by difficulty.

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2 views

TASK

The document discusses task-based language learning and teaching in Turkiye, emphasizing the importance of a syllabus that meets students' needs and interests. It outlines different syllabus models and the significance of task types in language learning, highlighting the difference between tasks and exercises. Additionally, it provides guidance on designing a task-based syllabus by identifying learner goals, selecting appropriate topics, and organizing tasks by difficulty.

Uploaded by

gnsksn1
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TASK-BASED LANGUAGE LEARNING AND TEACHING

(Yasemin Bayyurt)

Introduction

English is a global language taught and in most countries and is generally included in pre-
school curricula in Turkiye. The aim of these programs is to educate individuals who can
communicate with each other without paying attention to their native language. In line with
the goals of The Ministry of National Education’s goals, both the content and teaching
methods are determined. In 1999, the length of compulsory schooling in Turkiye was
extended from five to eight years and according to the new curriculum, foreign language
learning would start in the 4th grade and would be implemented for three hours per week in
the 4th and 5th grades, and for four hours per week in the 6th, 7th, and 8th grades.

Background

There should be a syllabus that is appropriate for students’ needs, interest and their age. A
move toward real-word language use emphasized the value of task-based and topic-based
syllabus. While task- based syllabus emphasize accomplishing significant tasks via active
communication, topic-based syllabus concentrate on learning about subjects. Two theories of
learning form the basis of task-based learning. One of these is the Bartlett’s schema theory,
the other is Vygotsky’s sociocultural theory. According to the schema theory, it is about
activating students’ background knowledge and presenting the topics they are already familiar
with in English lessons. In sociocultural theory, knowledge is acquired as a result of
interaction with the environment.

What is Syllabus Design?

The syllabus is more detailed and concrete than the curriculum, which includes broader
educational goals. The syllabus design for language teaching combines linguistic matter
(how to convey it) and subject matter (what to talk about) The combination of these two is
important. Instead of concentrating only on form, an effective design must take into account
both. Over time, alternative syllabus models have emerged. These are structural
syllabus(forms and structures) notional/functional syllabus(informing/ size age etc),
situational syllabus(language used in everyday scenarios), skill-based syllabus (being
competent in listening, speaking, writing, reading), task-based syllabus (incidental learning,
tasks integrate other skills) content-based syllabus (the subject matter is the primary purpose
for learning the language) Additionally, there are differences in the nature of curriculum
design. First, in the traditional curriculum, the student's proficiency level is determined and
grouped accordingly, grammar and vocabulary is selected in an order, and evaluation is made
in terms of linguistic content. The second curriculum model is communicative curriculum In
contrast to the traditional model, it takes into account the students' desires, levels and goals
and groups them accordingly. It generates new content by deriving the input that the students
already have, and it evaluates whether the communicative goals have been achieved or not.

What is a Task?

A task is a meaningful, activity where language is used for a communicative purpose to


achieve an outcome. Language learning tasks include verbal(e.g., a dialogue) and non-
verbal(e.g., matching pictures) input. Tasks goals can be either explicit or implicit and the
data they convey can be both linguistic and non-linguistic. Apart from these, task and exercise
are different from each other. The latter is primarily form-focused. Tasks allow learners to act
as primary language users. Also, tasks encourage learners to use the language in authentic
contexts. However, ultimately, the overall purpose of both is language learning.

Task Types

Theorists have suggested a number of task types for English language learners. Oxford (2006)
lists them as problem-solving, decision-making, opinion-gap, information-gap,
comprehension based, sharing personal experiences, attitudes and feelings, basic cognitive
processes, listing and ordering/sorting, language analysis, narrative, reasoning gap, question
and answer, structured and semi-structured dialogues, role plays and simulations.

Designing a Task-Based Syllabus

In order to create a task-based syllabus, learners' goals should first be identified, whether they
aim to use the language in specific fields, or for general communication. After this,
appropriate topics should be selected to reflect these goals, with specialized needs being
easier to define than general ones. Once the tasks are decided, they should be organized by
level of difficulty, and guidance such as Skehan’s task difficulty scheme can be used to help
with sequencing. The language required for each task should be carefully analyzed to ensure
essential grammar and vocabulary are included, and any missing elements should be
addressed through additional practice activities. Finally, the syllabus should be implemented
flexibly in the classroom, and by monitoring regularly, it can be refined accordingly.

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