1. Using tasks in the classroom A cognitive linguistics perspective Simona Petrescu Jan 31, 2014

2. What is a task? We take as a task anything that classroom language learners do when focusing their attention primarily on what they want to say (), or on what others are trying to say to them. (Tavakoli & Foster, 2008) Meaning Gap / need Tasks (Ellis, 2009) Learners resources Outcome Jan 31, 2014 Simona Petrescu

3. Task elements Input: written, visual, aural Roles Settings (grouping arrangements) Actions: procedures, steps Monitoring Outcomes Feedback (Robinson, 2011) Simona Petrescu Take 1 minute to plan your presentation. You can make notes if you like. Then present your ideas in no more than 1 minute. What is important when preparing for an interview: Learning about the company Preparing questions to ask Find out how to get there? Jan 31, 2014

4. Cognition hypothesis Robinson, 2001 Simple task demands => pragmatic mode (loose utterances) Complex task demands => greater effort at conceptualization, => more complex language Task sequencing solely on the criterion of cognitive complexity, as in L1 acquisition. Simona Petrescu Jan 31, 2014

5. Task features and output Structured tasks (clear time line / macrostructure) => + fluency, + acc Familiar info => + fluency, + acc; but unfamiliar, challenging info => complexity Outcomes requiring justification => + complexity Interactive => + acc, + lexical complexity; monologic => + fluency; + acc, + complexity Planning => + complexity , + fluency Task repetition => + complexity Post-task => + acc (if announced from the start of the current task) Skehan, 2003; Robinson, 2011 Simona Petrescu Jan 31, 2014

6. Task complexity attentional, memory, reasoning, and other information processing demands imposed by the structure of the task on the language learner (Robinson, 2001, p. 29). Simona Petrescu Jan 31, 2014

7. Task demands (Robinson, 2001) Task difficulty: learner factors Task Task condition: condition: Interactive interactive demands interactive Task Task complexity: complexity: cognitive cognitive Simona Petrescu Jan 31, 2014

8. Task complexity cognitive Procedural, e.g. Conceptual, e.g. Planning Simona Petrescu Space Prior knowledge Cause Jan 31, 2014

9. Cognitive parameters Procedural / Resource-dispersing variables +/- planning time +/- single task +/- task structure +/- few steps +/- prior knowledge Conceptual / Resource-directing variables +/- here and now +/- few elements -/+ spatial, causal, intentional reasoning, perspective-taking Robinson, Cadierno & Shirai, 2009 Simona Petrescu Jan 31, 2014

10. Task condition (interactive) parameters +/- open solution +/- few participants +/- negotiation not needed +/- same proficiency / gender +/- familiar partner +/- shared content knowledge +/- equal status and role Simona Petrescu Jan 31, 2014

11. TASK: Map directions Simona Petrescu Robinson, 2001 Jan 31, 2014

12. Info Transfer: input video option 1 Simona Petrescu Jan 31, 2014

13. Info Transfer: input video option 2 Jan 31, 2014 Simona Petrescu http://www.youtube.com/playlist?list=PLUn5SogUjmR 3zxWUnEYZMz624yQi5W3_4

14. Possible sequencing Video option 1 (negotiation) Storyline -> watch -> tell stopping the video every 20s Watch -> watch & tell Watch & tell Watch -> tell (+ time dimension, - here & now) Watch -> tell & comment / summarize etc Video option 2 (report on progress) Simona Petrescu Jan 31, 2014

15. Possible setup for video 2 Watch -> script -> watch -> tell Simona Petrescu Jan 31, 2014

16. Simona Petrescu Jan 31, 2014

17. Possible setup for video 2 Watch -> script -> watch -> tell Watch -> fill in gapped script / gist -> watch -> tell Script -> watch -> tell Script -> watch -> tell -> retell as if 1 week later Simona Petrescu Jan 31, 2014

18. Info gap: graphs language Increase procedural demands On Speaker: Unfamiliar info (e.g., stock exchange) + list of compulsory words to use On Listener: Simona Petrescu Eliminate prep time / dont consult notes Listen & draw Listen, identify graph and tick which words the speaker is using from a list Listen, identify graph & make notes (e.g., words to do with downward movement, prepositions, errors etc) On both: set time limit Jan 31, 2014

19. Info gap: graphs language Increase conceptual demands On Speaker: Present trend as causes & effects Present trend as narrative With background events (speaker decides which) Present trend and comment / interpret Present trend and hypothesize about future evolution / about causes etc On Listener: Listen and think of a question to ask at the end Listen, and then compare your colleagues graph to your own On both: provide more complex graphs Simona Petrescu Jan 31, 2014

20. Select / rank Increase procedural demands: Add steps: brainstorm the items individually -> pool ideas -> discuss each item -> eliminate 3 irrelevant -> select top 3 Increase conceptual demands Simona Petrescu No (individual) preparation time Impose set pattern: express +/-agreement to item -> reason -> refer to partners turn -> express +/- agreement -> reason. Introduce role inequality, disagreement has to be hedged Set rule: never say never, not, impossible etc Longer list, fewer items to select e.g., 8 items, select 1. Provide another, more abstract topic (research ethics, equal opportunities, welfare state etc) Jan 31, 2014

21. References Simona Petrescu Ellis, R. (2009). Taskbased language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. DOI: 10.1111/j.1473-4192.2009.00231.x 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. 287318). New York: Cambridge University Press. Robinson, P. (2011). TaskBased Language Learning: A Review of Issues. Language Learning, 61(s1), 1-36. doi: 10.1111/j.1467-9922.2011.00641.x Robinson, P., Cadierno, T., & Shirai, Y. (2009). Time and motion: Measuring the effects of the conceptual demands of tasks on second language speech production. Applied Linguistics, 30(4), 533-554. Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan Skehan , P. (2003). Task-based instruction. Language Teaching, 36, pp 114 doi:10.1017/S026144480200188X Tavakoli, P., & Foster, P. (2008). Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output. Language Learning, 58(2), 439-473. doi: 10.1111/j.1467-9922.2008.00446.x Jan 31, 2014