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    Task-Based Syllabus Design

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    cherryyy82
    This document discusses task-based syllabus design, focusing on selecting, grading, and sequencing tasks. It argues that traditional syllabus design takes too restrictive a view, while communicative language teaching requires a more radical rethinking of key questions about what to teach, why, and when. A communicative approach to curriculum design is advocated, where tasks are selected based on learners' communicative needs outside the classroom. Important considerations for communicative tasks include authentic materials, familiar topics, and two-way information exchange. Tasks should incorporate what is known about successful communication and second language acquisition. A routine model is proposed for systematically linking tasks to real-world needs through grading tasks according to functions, meaning negotiation, and sequencing based on learner

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    Task-Based Syllabus Design

    Uploaded by

    cherryyy82
    26 views10 pages
    This document discusses task-based syllabus design, focusing on selecting, grading, and sequencing tasks. It argues that traditional syllabus design takes too restrictive a view, while communicative language teaching requires a more radical rethinking of key questions about what to teach, why, and when. A communicative approach to curriculum design is advocated, where tasks are selected based on learners' communicative needs outside the classroom. Important considerations for communicative tasks include authentic materials, familiar topics, and two-way information exchange. Tasks should incorporate what is known about successful communication and second language acquisition. A routine model is proposed for systematically linking tasks to real-world needs through grading tasks according to functions, meaning negotiation, and sequencing based on learner

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    Task-based Syllabus Design

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    This document discusses task-based syllabus design, focusing on selecting, grading, and sequencing tasks. It argues that traditional syllabus design takes too restrictive a view, while communicative language teaching requires a more radical rethinking of key questions about what to teach, why, and when. A communicative approach to curriculum design is advocated, where tasks are selected based on learners' communicative needs outside the classroom. Important considerations for communicative tasks include authentic materials, familiar topics, and two-way information exchange. Tasks should incorporate what is known about successful communication and second language acquisition. A routine model is proposed for systematically linking tasks to real-world needs through grading tasks according to functions, meaning negotiation, and sequencing based on learner

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    26 views10 pages

    Task-Based Syllabus Design

    Uploaded by

    cherryyy82
    This document discusses task-based syllabus design, focusing on selecting, grading, and sequencing tasks. It argues that traditional syllabus design takes too restrictive a view, while communicative language teaching requires a more radical rethinking of key questions about what to teach, why, and when. A communicative approach to curriculum design is advocated, where tasks are selected based on learners' communicative needs outside the classroom. Important considerations for communicative tasks include authentic materials, familiar topics, and two-way information exchange. Tasks should incorporate what is known about successful communication and second language acquisition. A routine model is proposed for systematically linking tasks to real-world needs through grading tasks according to functions, meaning negotiation, and sequencing based on learner

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    TASK-BASED SYLLABUS DESIGN: SELECTING,

    GRADING AND SEQUENCING TASKS

    Wilson Burgos Aroca


    Master’s Degree on English Language Teaching
    SYLLABUS DESIGN AND METHODOLOGY

    Syllabus Design Syllabus


    methodology
    Selection, Selection,
    justification and justification and
    sequencing of sequencing of
    linguistic and learning tasks and
    experiential activities
    content

    How to achieve a rational articulation in selecting, sequencing and


    integrating tasks so that the curriculum is more than an untidy 'rag-bag'
    of tasks ?
    SCOPE AND CHANGING NATURE OF
    SYLLABUS DESIGN
    • Traditional view: syllabus design in a restricted
    light.
    • Communicative language learning and
    teaching has forced a radical rethinking of key
    curriculum questions:
    what?, why? and when? methodology (how?),
    and assessment (how well?).
    TRADITIONAL AND COMMUNICATIVE
    CURRICULUM MODELS COMPARED
    Question for discussion: Why must we follow a communicative approach
    to curriculum design?
    COMMUNICATIVE TASKS

    What do you think are the teacher’s roles in communicative tasks? What
    are the learners’ ones?
    IMPORTANT CONSIDERATIONS ON
    COMMUNICATIVE TASKS
    • Communicative needs.
    • Authentic material.
    • Content familiarity.
    • information organization; familiarity of topic; explicitness and
    sufficiency of information; referring expressions.
    • Two-way tasks and one-way tasks.
    • Length of speaking.
    • Variation on learners’ task preferences.
    • Required information exchange tasks and optional information
    exchange tasks.
    • Convergent and divergent tasks.
    • Teacher’s VS students’ task preferences.
    SELECTING TASKS

    Tasks should:

    - Be systematically linked to the things learners need to do in the real world

    - Incorporate what we know about the nature of successful communication

    - Embody what we know about second language acquisition.


    A ROUTINE MODEL OF TASKS
    Task grading according
    to macro functions or
    gender and negotiation
    of meaning

    Task selection and


    sequence based on
    learners’
    communicative
    needs
    CONCLUSIONS
    • We must adopt a more communicative view of curriculum,
    where knowledge is not mostly pre-stablished.
    • Tasks must be selected and sequenced according to the
    learners’ communicative needs, those which they need to do
    outside the classroom.
    • Communicative tasks must graded according to the
    management of interaction, the negotiation of meaning and
    the macro functions.
    • Research has put a lot of emphasis on psycholinguistic tasks
    but not on the importance of ‘real world’ ones.
    • More than pedagogic, we must select “real world” tasks,
    where learners approximate the sort of tasks required of
    them in the world beyond the classroom.
    • A method based on task routines can be used to select,
    sequence and grade communicative tasks.
    THANK YOU

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