SECOND LANGUAGE TEACHING

Second Language Teaching

Second Language Teaching

Introduction

     The conceive of a task-based message engages concern of the phases or constituents of a message that has a task as its primary component. Various concepts have been suggested (e.g. estaire and Zanon 1994; Lee 2000; Prabhu 1987; Skehan 1996; Willis 1996). However they all have in widespread three primary stages, which are shown in Figure 1. These stages contemplate the chronology of a task-based lesson. Thus, the first stage is 'pre-task' and anxieties the diverse undertakings that educators and scholars can undertake before they start the task, for example if scholars are granted time to design the presentation of the task. The second stage, the 'during task' stage, hubs round the task itself and affords diverse instructional choices, encompassing if scholars are needed to function under time-pressure or not. The last stage is 'post-task' and engages methods for following-up on the task performance. Only the 'during task' stage is obligatory in task-based teaching. Thus, minimally, a task-based message comprises of the scholars just accomplishing a task. Options chosen from the 'pre-task' or 'post-task' stages are non-obligatory but, as we will glimpse, can assist a vital function in double-checking that the task presentation is maximally productive for dialect development.

Phase

examples of options

A. Pre-task

* Framing the undertaking (e.g. setting up the conclusion of the task)* Planning time* Doing a alike task

B. During task

* Time pressure* Number of participants

C. Post-task

* Learner report* Consciousness-raising * Repeat task

Figure 1: A structure for conceiving task-based lessons

 

Access to a clear structure for a task-based message is of conspicuous benefit to both educators and learners. Richards (1996) displays how numerous skilled educators adhere to a maxim of designing ('Plan your educating and try to pursue your plan') while Numrich (1996) accounts on how novice educators seem the 'need to be creative and diverse in teaching'. A structure for example the one delineated in Figure 1 caters to both needs. It presents a clear structure for a message and it furthermore permits for creativity and kind in the alternative of choices in each phase.

What is Noticing and why it becomes Important

Correcting in writing work is exceedingly time consuming, and is only worth doing if the scholars are actually going to advantage from the corrections. For this to occur, they have to do more than only gaze at their work, state “Oh yes” and put it away again. They need to “notice” the distinction between the goal dialect input (the correct sentences) and their own yield (what they initially wrote). This ability of “noticing” is one that numerous investigators propose is absolutely crucial for second dialect noticing (1), and is vital if we desire our scholars to evolve the proficiency to discover autonomously.

Teachers can limit the time they spend assessing, while furthermore double-checking that scholars have the greatest opening to “notice” the correct dialect and therefore to discover from their errors (2). In this part of the item, I'll gaze at amending in writing workouts which have a “right answer” - the sort of ...