A goal-oriented approach to TBLT syllabus design

Task-based Learning SIG Forum @ JALT2018.
November 24, 2018

This forum will begin with some basic underpinnings of task-based language teaching, and then some guidelines for task-based syllabus design. Following this the audience will be involved in creating a rough design for a task-based syllabus.

Transcript

1. A Goal-oriented Approach to 
 TBLT Syllabus Design Ken Urano (urano@hgu.jp) Hokkai-Gakuen University https://www.urano-ken.com/research/JALT2018 JALT 2018 @ Granship, Shizuoka 
 TBL SIG Forum November 24, 2018
2. http://www.tblsig.org
3. Task-based Learning
4. Task-based Learning
5. Learning sub-skills by practicing them one by one Being able to use the sub-skills in an integrated way Task-based Learning
6. Learning sub-skills by practicing them one by one Being able to use the sub-skills in an integrated way gap Task-based Learning
7. Instead of learning sub-skills separately,
 trying to learn them together by doing the task Task-based learning Task-based Learning
8. is based on the concept of learning by doing, and is common in learning in general, at school and in our daily lives. Task-based Learning Task-based learning
9. Task-based Learning
10. If the ultimate goal is very high… Training sub-skills separately may be necessary, but it does not have to come in the beginning. Task-based Learning
11. Task-based Learning
12. Task-based Learning
13. What about
 language learning?
14. What Is a Task?
15. What Is a Task? I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89)
16. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
17. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
18. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
19. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
20. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
21. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
22. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
23. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
24. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
25. I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
26. Tasks in Language Teaching
27. Tasks in Language Teaching A task is a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. (Ellis, 2003, p. 16)
28. Criteria for a task: 1. The primary focus should be on “meaning.” 2. There should be some kind of “gap.” 3. Learners should largely rely on their own resources. 4. There is a clearly defined outcome other than the use of language. (Ellis, 2012, p. 198) Tasks in Language Teaching
29. Task-based Language Teaching (TBLT)
30. Task-based Language Teaching (TBLT) • Basic steps in task-based syllabus design: 1. Set a (communicative) goal as a target task. 2. Create a series of pedagogic tasks by adjusting task complexity. 3. Sequence the pedagogic tasks from the simplest to the most complex (= target task).
31. Task-based Language Teaching (TBLT) • Basic steps in task-based syllabus design: 1. Set a (communicative) goal as a target task. 2. Create a series of pedagogic tasks by adjusting task complexity. 3. Sequence the pedagogic tasks from the simplest to the most complex (= target task).
32. Task-based Language Teaching (TBLT) • Basic steps in task-based syllabus design: 1. Set a (communicative) goal as a target task. 2. Create a series of pedagogic tasks by adjusting task complexity. 3. Sequence the pedagogic tasks from the simplest to the most complex (= target task).
33. Task-based Language Teaching (TBLT) • Basic steps in task-based syllabus design: 1. Set a (communicative) goal as a target task. 2. Create a series of pedagogic tasks by adjusting task complexity. 3. Sequence the pedagogic tasks from the simplest to the most complex (= target task).
34. Target Tasks • Are concrete examples of what the learners are expected to do (in the future). • Are ideally identified through a needs analysis. • Are usually too difficult for the learners to perform.
35. Pedagogic Tasks • Are derived from a target task-type by: • dividing it into sub-tasks. • adjusting task complexity. • including use of pre-tasks that build schema. • elaborating the input.
36. Pedagogic Tasks • Are derived from a target task-type by: • dividing it into sub-tasks. • adjusting task complexity. • including use of pre-tasks that build schema. • elaborating the input.
37. Task Complexity • Is the result of the attentional, memory, reasoning, and other information processing demands imposed by the structure of the task (Robinson, 2001, p. 29).
38. Task Complexity, Conditions, & Difficulty (Robinson, 2001, p. 30)
39. Task Complexity (Cognitive) • Resource-directing • e.g., ± few elements, ± here-and-now, 
 ± no reasoning demands • Resource-depleting • e.g., ± planning, ± single task, ± prior knowledge
40. Task Conditions (Interactional) • Participation variables • e.g., open/closed, one-way/two-way, 
 convergent/divergent • Participant variables • e.g., gender, familiarity, power/solidarity
41. Task Difficulty (Learner) • Affective variables • e.g., motivation, anxiety, confidence • Ability variables • e.g., aptitude, proficiency, intelligence
42. Task Sequencing • Pedagogic tasks are classified and sequenced according to their intrinsic complexity. • Sometimes same or similar tasks are repeated to help learners improve accuracy and fluency of their performance.
43. Task Repetition • Task repetition is considered to improve task performance.
44. Task Repetition • Fukuta (2016) • The participants engaged in narrative tasks of six- frame cartoons (Heaton, 1997) twice, with a one- week interval. • Complexity, accuracy, and fluency of the transcribed performance data were analyzed. • Stimulated recall data were also analyzed to investigate attention orientation to syntactic encoding, lexical choice, and phonological encoding.
45. Task Repetition Not available online. Please contact urano@hgu.jp for further information.
46. Task Repetition Not available online. Please contact urano@hgu.jp for further information.
47. Task Repetition Changes in attention orientation
 (Fukuta, 2016, p. 331)
48. Task Repetition Changes in attention orientation
 (Fukuta, 2016, p. 331)
49. Task Repetition Changes in attention orientation
 (Fukuta, 2016, p. 331)
50. Task Repetition Changes in attention orientation
 (Fukuta, 2016, p. 331)
51. Task Repetition • When the same task is repeated, learners need to use less attentional resources for the conceptualizing process (meaning), and thus they can use them for the syntactic encoding process (form). • More attention to form (during meaningful use of language) is expected to help language learning.
52. Task Repetition • Exact repetition • Doing the same task again. • Procedural repetition • Doing the same task type, but with a different topic/content.
53. Quick Summary
54. Quick Summary • Task-based learning • Definitions of a task • Steps in TBLT 1. Target task 2. Pedagogic tasks & task complexity 3. Task sequencing & task repetition
55. Sample Tasks
56. The “Bicycle” Task Target task:
 To ride a bicycle on their own in the neighborhood.
57. The “Bicycle” Task Target task:
 To ride a bicycle on their own in the neighborhood.
58. Airline Flight Attendant (Long, 2015)
59. Airline Flight Attendant (Long, 2015) • Target tasks: 1. Serve breakfast, lunch, dinner, drinks, snacks… 2. Check life vests, oxygen cylinders, seat belts… 3. Check overhead bins, luggage stowed under seats, passengers in assigned seats…
60. • Target task types: 1. Serve food and beverages 2. Check safety equipment 3. Prepare for takeoff Airline Flight Attendant (Long, 2015)
61. • Target task types: 1. Serve food and beverages 2. Check safety equipment 3. Prepare for takeoff Airline Flight Attendant (Long, 2015)
62. Airline Flight Attendant (Long, 2015) • Pedagogic tasks for “serve food and beverages” 0. Experience the task as a passenger (input) 1. Identify choices between two food items 2. Identify choices among multiple items 3. Respond to choices when some items are unavailable .
 .
 . n. Full simulation (the exit task)
63. A Case of a University EBP Curriculum
64. A Case of a University EBP Curriculum • English for Specific Purposes (ESP) • English for Academic Purposes (EAP) • English for Occupational Purposes (EOP) • English for Medical Purposes (EMP) • English for Business Purposes (EBP) • …
65. A Case of a University EBP Curriculum • English for Specific Purposes (ESP) • English for Academic Purposes (EAP) • English for Occupational Purposes (EOP) • English for Medical Purposes (EMP) • English for Business Purposes (EBP) • …
66. A Case of a University EBP Curriculum • A private university located in Sapporo, the 5th largest city in Japan on the island of Hokkaido. • Largest and oldest private university in Hokkaido. • Five faculties: Economics, Law, Engineering, Humanities, and Business Administration • The Faculty of Business Administration has its own English program.
67. A Case of a University EBP Curriculum • A private university located in Sapporo, the 5th largest city in Japan on the island of Hokkaido. • Largest and oldest private university in Hokkaido. • Five faculties: Economics, Law, Engineering, Humanities, and Business Administration • The Faculty of Business Administration has its own English program.
68. Needs Identification Place of Employment 6% 32% 11% 52% Sapporo Other area in Hokkaido Kanto (in and around Tokyo) Other
69. Needs Identification Industry Type 10.3 6.8 8.2 11 11.3 16.4 16.8 19.2 Banks and financing business Services Transportation and telecommunications Retail Wholesale Public officials Manufacturing Other
70. • Needs to use English in Hokkaido (Naito et al., 2007) • Internet survey for business people in Hokkaido • Data in 2005 (N = 1,085) • “How often do you use English for work?” “Every day.” 4.7% “A few times a week.” 4.6% “A few times a month.” 4.4% Needs Identification
71. Needs Identification • Frequent tasks (Naito et al., 2007) Reading websites 43% manuals 38% emails 34% Writing emails 34% reports 12% research papers 9%
72. Needs Identification • Frequent tasks (Naito et al., 2007) Reading websites 43% manuals 38% emails 34% Writing emails 34% reports 12% research papers 9%
73. Needs Identification • Frequent tasks (Naito et al., 2007) Listening customers 30% phone calls 16% office conversation 13% Speaking customers 34% phone calls 16% office conversation 14%
74. Needs Identification • Frequent tasks (Naito et al., 2007) Listening customers 30% phone calls 16% office conversation 13% Speaking customers 34% phone calls 16% office conversation 14%
75. Case 1: Task-based Writing Class
76. Case 1: Task-based Writing Class • Goals of the business email writing class 1. To understand different types of business emails and ways to write them effectively 2. To learn frequent expressions used in business emails 3. To be able to write effective business emails for different purposes
77. • Materials: • Combination of a commercial textbook (for practicality) and original writing tasks that are partly derived from target discourse samples Case 1: Task-based Writing Class
78. Case 1: Task-based Writing Class Beginning ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ End Syllabus Overall increase in task complexity
79. Case 1: Task-based Writing Class Beginning ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ ￫ End Syllabus Increased complexity within sub-tasks
80. Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry Overall Increase in Task Complexity
81. Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry Overall Increase in Task Complexity Tasks
82. Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry Overall Increase in Task Complexity Simpler More Complex
83. Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry Overall Increase in Task Complexity Simpler More Complex
84. Increased Complexity within Sub-tasks Pre-task Authentic input (target discourse) Pre-task Modified input (from the textbook) Sub-task 1 Group writing assignment Instructor’s feedback Sub-task 2 Individual writing assignment (homework) Peer feedback + instructor’s feedback Sub-task 3 Revision (homework) Instructor’s feedback
85. Increased Complexity within Sub-tasks Pre-task Authentic input (target discourse) Pre-task Modified input (from the textbook) Sub-task 1 Group writing assignment Instructor’s feedback Sub-task 2 Individual writing assignment (homework) Peer feedback + instructor’s feedback sub-task 3 Revision (homework) Instructor’s feedback Increased complexity Same complexity
86. Authentic Input (Target Discourse) Not available online. Please contact urano@hgu.jp for further information.
87. Authentic Input (Target Discourse) Not available online. Please contact urano@hgu.jp for further information.
88. Modified Input (Textbook) Dear Sales Manager: We import computer components in Japan. We are interested in your Product A, which was covered in an article in the April 2 issue of Business Week. If you ship your products abroad, please inform us of the formal order procedure. Thank you. Shiokawa (2012, p. 35)
89. Sub-task 1 (less complex) You run a small cookware shop in Nagoya, and the shop is gaining popularity thanks to its selection of unique kitchen items. You are now looking at a product catalog of a kitchenware company in the US. You are particularly interested in a dinnerware set on p. 15. Write an inquiry email asking: • If the company sells its products overseas. • If the company has distributers in Japan. Based on Shiokawa (2012, p. 39)
90. Sub-task 2 & 3 (more complex) You work for Orchard Food Trading in Singapore. Last week, you requested a catalog from Tokyo Liquor, and they sent you the PDF version of their catalog. In the catalog, a few of the items, especially sake and craft beer from Hokkaido, seem to be promising as items for the Japan Fair scheduled this autumn. You are going to meet them in Tokyo next month to discuss this, but are going to send email to them before hand, asking: • If it is possible to taste some of the sake at the meeting in Tokyo. • What the minimum and maximum units of order are for Otaru Beer. • If Otaru Beer is available in cans, rather than in bottles.
91. Sample Student Work Not available online. Please contact urano@hgu.jp for further information.
92. Case 2: Task-based Presentation Class
93. Case 2: Task-based Presentation Class • Goals of the business presentation class 1. To understand different types of presentations and ways to give presentations effectively 2. To learn frequent expressions used in business presentations 3. To be able to give effective business presentations for different purposes
94. • Target task: • Give a quick introduction to a product to potential buyers. “Sales Talk” Module
95. • Materials: • Original speaking tasks that are partly derived from target discourse samples • Semi-structured interview with an in-service learner • Experience in internship at various business transactions “Sales Talk” Module
96. • Business exchange at an international food expo “Sales Talk” Module
98. Not available online. Please contact urano@hgu.jp for further information.
99. Not available online. Please contact urano@hgu.jp for further information.
100. Not available online. Please contact urano@hgu.jp for further information.
101. Not available online. Please contact urano@hgu.jp for further information.
102. Not available online. Please contact urano@hgu.jp for further information.
103. • Target task: • Give a quick introduction to a product to potential buyers. • Pedagogic tasks and task sequencing/repetition “Sales Talk” Module
104. • Pedagogic tasks and task sequencing/repetition 1. Show-and-tell a favorite item. 2. Show-and-tell another favorite item. 3. Give a sales talk of an item of their own choice. 4. Give a sales talk of a familiar product. 5. Give a sales talk of an unfamiliar product. 6. Give a sales talk and answer questions from buyers. “Sales Talk” Module
105. Hands-on Activity
106. 1. Business Reading Task • Target task: • You are working for a company in Tokyo, and your boss, who doesn’t speak English, often asks you to summarize newspaper articles he wants to read. He only reads the headlines and does not want to spend time reading English. Read the following article titled Government plans 5% rebates for some cashless payments after 2019 tax hike and write a short summary in Japanese. https://www.japantimes.co.jp/news/2018/11/22/business/government-plans-5-rebates-cashless-payments-2019-tax-hike/
107. Not available online. Please contact urano@hgu.jp for further information.
108. 1. Business Reading Task Create a series of pedagogic tasks and sequence them.
109. Task Complexity, Conditions, & Difficulty (Robinson, 2001, p. 30)
110. 2. Food Ordering Task • Target task: • You are a Japanese businessperson visiting Mumbai, India, and are at a hamburger shop in town with two colleagues, one is local and the other is from Australia. Look at the menu and place orders for your lunch.
111. Not available online. Please contact urano@hgu.jp for further information.
112. 2. Food Ordering Task Create a series of pedagogic tasks and sequence them.
113. Task Complexity, Conditions, & Difficulty (Robinson, 2001, p. 30)
114. A Note on Target Tasks
115. • Basic steps in task-based syllabus design:
 
 
 1. Set a (communicative) goal as a target task. 2. Create a series of pedagogic tasks by adjusting task complexity. 3. Sequence the pedagogic tasks from the simplest to the most complex (= target task). (Long, 2005, 2015) A Note on Target Tasks Conduct needs analysis to identify target tasks.
116. Needs Analysis In an era of shrinking resources, there are growing demands for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it…. There is an urgent need for courses of all kinds to be relevant… to the needs of specific groups of learners and of society at large. (Long, 2005, p. 19)
117. Needs Analysis In an era of shrinking resources, there are growing demands for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it…. There is an urgent need for courses of all kinds to be relevant… to the needs of specific groups of learners and of society at large. (Long, 2005, p. 19)
118. Sources of Needs Analysis • Learning situation analysis (LSA) • Ask the learners what they want. • Target situation analysis (TSA) • Analyze what the learners actually need to do. • Present situation analysis (PSA) • Evaluate the present situation against LSA & TSA
119. Sources of Needs Analysis • Learning situation analysis (LSA) • Ask the learners what they want. • Target situation analysis (TSA) • Analyze what the learners actually need to do. • Present situation analysis (PSA) • Evaluate the present situation against LSA & TSA
120. Target Situation Analysis (TSA) • Closest to the actual needs • Sources: • In-service people • Domain experts • Relevant documents • Target discourse
121. Target Situation Analysis (TSA) • Closest to the actual needs • Sources: • In-service people • Domain experts • Relevant documents • Target discourse
122. Steps in Target Discourse Analysis 1. Identify the target discourse. • “Where will the students use English?” 2. Collect target discourse samples. • “What do they actually do there?” 3. Analyze the discourse samples. • “Are there any patterns?”
123. Importance of Target Discourse Analysis • Discrepancy between commercial textbooks and the actual target discourse • Bartlett (2005) • Collected dialogs at coffee shops and compared the discourse with dialogs found in commercial textbooks.
124. Wait person Customer Are you ready to order? Yes. Could I have (choose an entreé)? What kind of potatoes would you like? Let me see. I’d like… And would you like peas or asparagus? May I have…? Would you like Italian or French dressing with your salad? Could I have…? What would you like for dessert? What do you have? … … Sample Textbook Dialog (Bartlett, 2005, p. 331)
125. 1 S: Hi. Can I help you? 2 C: Can I get a grande latte with vanilla? 3 S: Did you want that blended or on the rocks? 4 C: Blended, I guess. 5 S: 2% or skimmed? 6 C: Uhm 2%. 7 S: 2% OK. Any whipped cream? 8 C: Sorry? 9 S: Did you want whipped cream on that? 10 C: Yes. 11 S: Anything else? 12 C: No, that’s it. Oh no. Can I get—are those scones? 13 S: Yeah, we have cranberry and blueberry. 14 C: I think I’ll have one of those (pointing). … Sample Prototypical Dialog (Bartlett, 2005, p. 338)
126. Importance of Target Discourse Analysis As witnessed during the researcher’s own language teaching experience and supported by previous target discourse analyses, many current textbook materials ill- equip learners to handle real-life discourse. The present analysis attempts to show that although natural interactions are somewhat complex and reveal variability, there is a predictable overall nature. (Bartlett, 2005, p. 338)
127. Importance of Target Discourse Analysis As witnessed during the researcher’s own language teaching experience and supported by previous target discourse analyses, many current textbook materials ill- equip learners to handle real-life discourse. The present analysis attempts to show that although natural interactions are somewhat complex and reveal variability, there is a predictable overall nature. (Bartlett, 2005, p. 338)
128. One more thing…
129. One more thing… Our TBL SIG friends have written task-based textbooks!
130. One more thing… Our TBL SIG friends have written task-based textbooks! • On task series by Justin Harris & Paul Leeming (2018) from ABAX ELT Publishing.
 
 • Widgets Inc. (2nd ed.) by Marcos Benevides & Chris Valvona (2018) from Atama-ii Books.
131. Summary
132. Summary Summary • Task-based learning • Definitions of a task • Steps in TBLT • Hands-on activity • Needs analysis • Target discourse analysis Ken Urano urano@hgu.jp https://www.urano-ken.com/research/JALT2018
133. • Bartlett, N. J. D. (2005). A double shot 2% mocha latte, please, with whip: Service encounters in two coffee shops and at a coffee cart. In M. H. Long (Ed.), Second language needs analysis (pp. 305–343). Cambridge University Press. • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. • Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, UK: Wiley-Blackwell. • Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340. http://dx.doi.org/10.1177/1362168815570142 • Heaton, J. (1997). Beginning composition through pictures. Harlow, UK: Longman. • Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon, Avon: Multilingual Matters. • Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press. • Long, M. (2015). Second language acquisition and task-based language teaching. Chichester, UK: Wiley- Blackwell. • Naito, H., Yoshida, M., Iida, M., Miura, H., Sakabe, T., Shibata, A., et al. (2007). Hokkaido-no sangyokai- niokeru Eigo-no niizu. [The needs of the English language in the industries in Hokkaido.] Kitahiroshima: JACET ESP Hokkaido. • Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57. https://doi.org/10.1093/applin/22.1.27 • Shiokawa, H. (2012). Bijinesu eibun meru nyumon: Kaisetsu toeEnshu. [Introduction to English business email: Explanation and practice. [Kindle] Retrieved from: https://www.amazon.co.jp/dp/B0155VGNKO/ References