Task Design and Learner Performance

Contact

Daniel Alejandro Márquez Guzmán

Office Hour

Friday from 9:30 to 10:30 via Zoom (subject to prior online appointment)

Description

This seminar–embedded in the field of applied linguistics–is aimed at exploring the benefits of teaching a second language through tasks. Such an endeavor is conducted as follows: (i) students get familiar with the main components of a task as a device to improve language teaching; (ii) task design variables are identified and then manipulated as a way to see second language teaching from different angles; (iii) students are encouraged to design a task with the purpose of teaching a specific language feature in a natural, meaningful way; (iv) performance of second language learners is assessed by using complexity, accuracy, and fluency measures; (v) individual differences–task external factors–of second language learners affecting task performance are examined in line with task internal factors; and (vi) a research proposal–and its optional undertaking–is submitted as a way to put new knowledge into practice. This seminar, therefore, provides students with the opportunity to look into one of the various branches of applied linguistics, delve into current theories, and widen their own insights.

Objectives

- Design a natural, meaningful task to teach a specific feature of a second language

- Assess performance of second language learners using objective/subjective measures

- Suggest research avenues in the field of applied linguistics

Contents

- Task-Based Language Teaching (TBLT): general components of tasks as vehicles to elicit real-world scenarios to teach a second language.

- TBLT and TSLT: advantages and disadvantages of Task-Based Language Teaching and Task-Supported Language Teaching as leading approaches to teach a second language.

- Task Design: task conditions subject to modification in order to improve second language performance.

- Cognitive Demands of Tasks: task complexity factors affecting task design and learner performance.

- Task Performance Measures: objective and subjective strategies to measure learner output in terms of complexity, accuracy, and fluency (CAF).

- Individual Differences and Learner Production: effects of motivation, aptitude, personality, learning styles, and other individual characteristics on second language performance.

- Research Avenues: current trends to improve the analysis of second language performance.

Class Methodology

Students are expected to:

- read theoretical articles in the field of applied linguistics;

- present empirical research studies in class;

- design a task considering task complexity factors;

- measure learner oral performance using CAF measures; and

- suggest studies to further second language research.

Assessment

There are two options to pass this course:

- Option 1 - Final Exam (80%): open questions covering information from both theoretical and empirical studies discussed in class (there are three opportunities to pass the exam, which will be announced in December).

- Option 2 - Research Study (80%): since a task is designed in class, this option gives the opportunity to test the effectiveness of such a task (a final written report, including theoretical background, task description, data collection (2 participants), transcription, analysis, discussion, and conclusion, is submitted during the exam term).

The remaining 20% of the final grade corresponds to submission of class assignments and online class participation (including preparation of readings and presentation of articles).

The passing grade of this seminar is 3,5 out of 5, and online class attendance is mandatory.

Important information: due to the current sanitation situation, this course will be taught via Zoom. An e-mail will be sent to your email during the first week of October to join the online class.

Course References

Bulté, B. & Housen, A. (2012). Defining and Operationalising L2 Complexity. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 Performance and Proficiency. Complexity, Accuracy and Fluency in SLA (pp. 21-46). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Ellis, R. (2003). Task Based Language Learning and Teaching. Oxford: Oxford University Press.

Ellis, R. (2004). Individual Differences in Second Language Learning. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525-551). Oxford: Blackwell Publishing.

Ellis, R. (2017). Task-based Language Teaching. In S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 108-125). New York: Routledge.

Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating Task Complexity across Task Types and Modes. In P. Robinson (Ed.), Second Language Task Complexity. Researching the Cognition Hypothesis of Language Learning and Performance (pp. 105-138). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 Performance and Proficiency. Complexity, Accuracy and Fluency in SLA. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Long, M. H. (1985). A Role for Instruction in Second Language Acquisition: Task-based Language Teaching. In K. Hyltenstan & M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition (pp. 77-99). Clevedon: Multilingual Matters.

Pallotti, G. (2009). CAF: Defining, Refining and Differentiating Constructs. Applied Linguistics, 30(4), 590-601.

Révész, A. (2014). Towards a Fuller Assessment of Cognitive Models of Task-based Learning: Investigating Task-generated Cognitive Demands and Processes. Applied Linguistics, 35, 87-92.

Robinson, P. (2001). Task Complexity, Cognitive Resources, and Syllabus Design: A Triadic Framework for Investigating Task Influences on SLA. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 287-318). Cambridge: Cambridge University Press.

Skehan, P. (2009). Modeling Second Language Performance: Integrating Complexity, Accuracy and Fluency and Lexis. Applied Linguistics, 28, 510-532.

Skehan, P. (2014). Limited Attentional Capacity, Second Language Performance, and Task-based Pedagogy. In P. Skehan (Ed.), Processing Perspectives on Task Performance (pp. 510-532). Amsterdam: John Benjamins Publishing Company.

Articles for Presentation

Dörnyei, Z. & Kormos, J. (2000). The Role of Individual and Social Variables in Oral Task Performance. Language Teaching Research, 4, 275-300.

Gass, S., Mackey A., & Ross-Feldman L. (2005). Task-based Interactions in Classroom and Laboratory Settings. Language Learning, 55(4), 575–611.

Michel, M.C., Kuiken, F., & Vedder, I. (2012). Task Complexity and Interaction: (Combined) Effects on Task-based Performance in Dutch as a Second Language. In L. Roberts, C. Lindqvist, C. Bardel, & N. Abrahamsson (Eds.), EUROSLA yearbook (pp. 164-190). Amsterdam: John Benjamins Publishing Company.

Pawlak, M. (2012). The Dynamic Nature of Motivation in Language Learning: A Classroom Perspective. Studies in Second Language Learning and Teaching, 2, 249-278.

Sample, E. & Michel, M. (2014). An Exploratory Study into Trade-off Effects of Complexity, Accuracy, and Fluency on Young Learners’ Oral Task Repetition. TESL Canada Journal, 31(8), 23-46.

Taguchi, N. (2007). Task Difficulty in Oral Speech Act Production. Applied Linguistics, 28, 113-135.

Task Design in Second Language Acquisition

Osoba

Studijní programy