Task-Based Language Learning And Teaching Rod Ellis 2003 Pdf

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Task based Language Learning and Teaching. December 2. 00. 3 Volume 7, Number 3. Rod Ellis 2. 00. Oxford Oxford University Press Pp. ISBN 0 1. 9 4. 42. If anyone was asked to come up with a list of ELT writers who have definitely influenced todays state of the art in Language learning and teaching, there is little wonder that Rod Ellis would have a preferential position. Wiley Language Teaching Research and Language PedagogyLanguage teaching research and language pedagogy are. Ellis. succeeds in this volume in synthesizing a wide. That is why many may speculate as to the reasons Ellis takes an old issue such as Task based Language Learning. It is almost 1. 5 years since Yalden 1. Ellis dates task in language learning back in the sixties as tasks or 7 years since Jane Willis outlined a framework for TBLL. TaskbasedlanguageteachingRespondingto thecritics RODELLIS UniversityofucklandABSTRACT Taskbasedlanguageteaching TBLT aims to. TaskBased Language Learning and Teaching has 47 ratings and 2 reviews. Tomtom Home Version 1.5. This book explores the relationship between research, teaching, and tasks, and sh. Pages 387Author Rod EllisFormat Paperbackhttp hIDSERP,5340. Rod Ellis Methodology in TaskBased Language Teaching. Methodology in TaskBased Language Teaching. Methodology of TaskBased Language Teaching. Rod Ellis is. TaskBased Learning and Teaching early 2003. Ideal Administration Keygen'>Ideal Administration Keygen. Then, why now A quick literature review shows that TBLL has become an important approach in the last years. To give an example, the ERIC database shows over 5. Ellis explains his writing due to his devotion to this form of teaching which promotes communication p. Additionally, this book is an attractive and well documented tool for those working in the field of language learning and teaching. As in other books by Ellis, he uses an exhaustive approach which includes different perspectives and an in depth literature review. Elliss main goal is to interrelate research and teaching, and show their mutual importance and influence in a topic such as this. The book is divided into ten chapters that cover the various aspects of the writers approach to task, for example the unit for language learning. Its topics run from the relation of task and second language acquisition to teaching methodology or the evaluation process. Chapter 1 establishes the interrelation between task mostly speaking tasks and L2 acquisition emphasizing the importance of distinguishing between focused and unfocused tasks. The second part of this chapter is more practical and addresses extensively the relation between Second Language Acquisition and language pedagogy. Chapter 2 pays special attention to the listening tasks as a valuable parameter to verify if the second language process occurs successfully or if changes are necessary for instance, input to improve SLA. One of the most important features of this chapter is the outline of an interactive model of listening comprehension p. It also emphasizes the need to develop certain schemata and learning strategies such as note taking, and states clear differences between listening for comprehension and listening for learning. Pedagogically speaking, Ellis shows how listening tasks are valid both for comprehension and for introducing new materials. Chapter 3 is related to the more social aspects of TBLL as it is mostly about the social interaction established between learners as a source of input and means of acquisition especially by the Interaction Hypothesis. This chapter also studies three aspects of task and language the negotiation of meaning, communicative strategies, and communicative effectiveness. Ellis provides evidence that there are a number of design and implementation features that have a great influence on interaction. He also suggests that context and familiarity with the task are also significant factors in learning. Chapter 4 represents the move to productive activities and skills. Although previous chapters had touched production as a natural part of interaction, this chapter addresses quantity and quality, fluency, accuracy and complexity of output. This chapter is concerned with the production that results from unfocused tasks. Task-Based Language Learning And Teaching Rod Ellis 2003 Pdf' title='Task-Based Language Learning And Teaching Rod Ellis 2003 Pdf' />Besides, to cope with the learners wish of a fluent, accurate, unfragmented speech, Ellis addresses issues as linguistic knowledge representation, process of knowledge in production, and how the linguistic knowledge contributes to language acquisition. From this chapter the reader will learn that the variables affecting task design also have large influence on complexity. Ellis also states the conditions to elicit progressive complexity p. As in previous studies by Krashen 1. Ellis asserts that giving time to the L2 speaker promotes accuracy, while opportunity for strategic planning affects fluency and complexity. However, although Ellis believes that rehearsal does not have a long term effect on production, he also recognizes that further study is necessary in the future. To conclude the chapter, Ellis seems to recommend achieving certain degree of commitment between accuracy and fluency as stressing any one may jeopardize the other. Chapter 5 pays special attention to focused tasks as opposed to unfocused from Chapter 4. In the introduction of this clarifying chapter, the author states that there is a difference between focused activity and grammar drill. While the first aims to the content or message in certain ways, the second just aims to the form in itself being the message of secondary importance. Consequently, the difference between them is not their design but the way they are performed. The chapter also provides evidence that supports that explicit knowledge through focused activities leads to language acquisition by activating the language and fluency, constructing knowledge by providing opportunities to develop the kind of language instructors may be interested on developing, and developing explicit linguistic knowledge. Nevertheless, the problem with this type of activity is in its design due to the need to balance focus on form and meaning. Chapter 6 is probably the most attractive for further research, but it can also be quite thick at times for the common reader. Ellis recognizes these two facts and also the novelty of approaching tasks from the sociocultural theory. In any case, if any reader found the issue hard to understand, p. Elliss own work. Overall, the chapter addresses the differences produced by contextual and cultural differences, which, no question, modify and affect the results of each task for instance, may the reader consider any task based international book and its operativeness in Japan or Chile or Germany. One significant thought can be found on page 2. While the first six chapters are more oriented towards theory than practice, chapters 7, 8, 9 and 1. TBLL. It also addresses the second part of the title and seeks to facilitate teaching practice. The writers purpose though is not so much to give guidelines for direct teaching but to bring up key matters for orientation and further thought. In this sense, chapter 7 studies the rationale behind TBLL in relation to course design, types of tasks, thematic content, sequencing, focus on form, and teachers procedures for implementing this approach. The researcher says in the conclusion of this chapter that these are all complex issues. Chapter 8 considers the ways of doing in TBLL by explaining his own vision of the various methodological aspects underlying professional practice. The two most important sections are lesson design and participatory structures. This chapter conclusion is one of the most crystalline sections in this book. If regular teachers might have some problems due to Elliss usual depth, they will sure learn very much from these few pages. The principles stated here suggest a construct from which teachers will be able to perform their task. It is also notable that this construct seems to support and also go beyond preceding works by Willis 1.