1. WHAT AREN'T THEY?
1.1. Activities that are concerned with language display
1.2. Actions with practice oriented ๐ฉโ๐ซ ๐๐ง
2. THESE ARE THE TWO MAIN TYPES
3. COMMUNICATIVE
3.1. They involve learners' in comprehending, manipulating, producing or interacting in the target language
3.1.1. Attention is focused on MEANING
3.1.2. Oral and Written activities are examples of them ๐ฃ๏ธ๐ โ๏ธ
4. LEARNING
4.1. They focus on formal features of the L2, and linguistic competence ๐บ๐ธ
5. CLT AND TASKS
5.1. Learners use it not just to learn about the language ๐บ๐ธ
5.2. Develop communicative competence ๐ฃ๏ธ
6. HUMANISM AND TASKS
6.1. Schools were asked a more 'holistic' approach
6.2. Stevick identified 4 types of alineation for failure in teaching
6.2.1. Alineation for failure comes from:
6.2.1.1. the materials
6.2.1.2. themselves
6.2.1.3. the class
6.2.1.4. the teacher
7. SYLLABUS
8. STRUCTURAL
8.1. L2 acquisition is organic rather than 'additive'
8.2. Emphasis on early language production
9. PROCESS (Breen)
9.1. Learners and teachers create a 'process' which is not predesigned ๐งโ๐ซ ๐จโ๐ซ๐ฉโ๐ซ
9.2. Sharing the creation of the syllabus makes it all more meaningful and accessible ๐
10. WHAT ARE THEY?
10.1. Also know as 'ACTIVITIES' ๐
10.2. ACT OR ACTIONS that learners are given to process the language learning ๐ค
11. THEY ARE ALSO DEFINED AS
11.1. Activities that include negotiation of meaning
11.2. They have an objective, context, procedure and outcomes for those who undertake the task
11.3. Activities or actions that are carried out to process or understand language
11.4. They may or may not involve production of the language
11.5. Activities which focus on meaning over form
12. GOOD TASKS
12.1. Encourage learners to attend to meaning ๐๐ป
12.2. Give learners flexibility in solving problems in their own ๐ง๐ปโ๐
12.3. Challenge but they are not demanding
12.4. Raise learners' awareness of the process of language use ๐ฅ ๐ญ ๐ฃ๏ธ โ๐ป
13. PROCEDURAL (Prabhu)
13.1. Series of tasks which Ss did chosen and sequenced by the T
14. IN A LESSON ๐จ๐ปโ๐ซ ๐ง๐ปโ๐ซ
14.1. PPP (Presentation, Practice, Production)
14.1.1. PRESENTATION --> New language is presented to the SS through elicitation ๐ฉ๐ปโ๐ซ
14.1.2. PRACTICE --> SS are asked to practice the target language
14.1.3. PRODUCTION --> SS are encouraged to use the target language in a less controlled environment
14.2. CRITICISMS
14.2.1. Language is broken into small chunks
14.2.2. It does not reflect the nature of the language nor the learning
14.2.3. Transition from practice to production might not be sucessful
14.3. SKEHAN'S REASONS NOT TO QUIT ON THE PPP APPROACH
14.3.1. Comforting for the T ๐จ๐ฟโ๐ซ
14.3.2. Clear techniques such as elicitation or drilling
14.3.3. Clear goals
14.4. LANGUAGE LEARNING
14.4.1. ITEM LEARNING
14.4.1.1. Memorizing semi-fixed chunks ๐ง
14.4.2. SYSTEM LEARNING
14.4.2.1. Discovering grammatical rules ๐คฏ