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**TASK AND FOCUS ON FORM - Coggle Diagram
**TASK AND FOCUS ON FORM
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BATSTONE: Task in the language classroom which, while being comunicative, require students to focus on form.
Task design:A ingenious way of manipulating tsk design, so that learners have to pay attention ti form while communicating is to make the form absolutely central to the meaning of the task.
Conditions for task performance: The conditions under which a task is performed will have important consequences for the type of language used by learners in communicative tasks.
Regulating Time Pressure: Learners can be given time to plan what tehy are going to say during a task, or they may be asked to do the task straight away.
Using a greater range of vocabulary and grammatical structure in task.
Using language more accurately"
Skehan points out (1998:68) that giving learneres planning time encourage then to activate their rule.bases system instead of having to rely on their exemplar-bases system due to the pressure of real -time communication.He uses planning in differents ways: some to prepare their ideas (planning meaning) other to think more about their language content (planning)
Regulating topic familiarity: The extent to which a learners is familiar with a topic to be covered in a task will also affect the language use by that learner.
Regulating sharing knowledge: Performance in terms of allowing them to activate both form and meaning in communication: that of shared knowledge.
Willis. Can give the opportunity to process grammatical and lexical patterns and to form hypotheses about their use and meaning.
Willis talked about the role for individual form focused task, to be used after students have engaged in a main communicative task.
ISSUES IN TASK DESIGN
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Task and Authenticity: What learners should be taught " authenticity or real spoken and what ages and levels authentic material should be used, whether it is indeed possible to have authentic acommunication within the artificial of the classroom context at all.
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Grading and Sequency task. Deciding the degree of difficulty and how the tasks are order for clasroom
Activity factors: Relevance, complexity, amount of content, processability of language of task, amount of help available for learners and time.
Learners factors:Background knowledge, confidence, motivation, prior learning experiences, learning peace, observe ability on language skills, cultural knowledge/weakness and linguistic knowledge.
Input factor: Grammatical, lenght, propositional density, vocabulary, speed, chronical order, support and gendre.
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