Full-Text Paper (PDF) This book is a comprehensive, state-of-the-art account of tasks in second language acquisition (SLA) research and language pedagogy. It aims 'to bring SLA and. Review of Rod Ellis' (2003) Task-based language learning and teaching. To view this article, please download it below. Rod Ellis is currently a Research Professor in the School of Education, Curtin University in Perth Australia. He is also a professor at Anaheim University, a visiting professor at Shanghai International Studies University as part of China's Chang Jiang Scholars Program and an Emeritus Professor of the University of Auckland.

Find more information about: OCLC Number: 607011900 Reproduction Notes: Electronic reproduction. [S.l.]: HathiTrust Digital Library, 2010.

MiAaHDL Description: 1 online resource (x, 387 pages): illustrations. Details: Master and use copy.

Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. Installing Haproxy On Windows. Contents: Tasks in SLA and language pedagogy -- Tasks, listening comprehension, and SLA -- Tasks, interaction, and SLA -- Tasks, production, and language acquisition -- Focused tasks and SLA -- Sociocultural SLA and tasks -- Designing task-based language courses -- The methodology of task-based teaching -- Task-based assessment -- Evaluating task-based pedagogy -- Glossary.

Series Title: Responsibility: Rod Ellis.

Task-based research and language pedagogy Rod Ellis g Brenda 張琳美 Date:2008/03/07 Outline of the Presentation I Introduction II Defining Task III Task from a psycholinguistic perspective 1 The Interaction Hypothesis 2 A ‘cognitive approach’ to tasks 3 Communicative effectiveness. 4 Evaluating the psycholinguistic perspective. IV Task from a social-culture perspective V Task in language pedagogy I Introduction The purpose What is “Task”? Pica (1997) A construct of equal importance to (SLA) researchers and teachers. Corder, (1981), Prabhu (1987). Both clinically eliciting for research and a device for organizing the content and methodology Bygate, Skehan and Swain(2000b) Viewed differently whether the perspective is.

The purpose To examine theoretical views of language use, learning and teaching. 1.1 ‘task’ is seen as a construct of equal importance to second language acquisition (SLA) researchers and to language teachers (Pica, 1997).

1.2 ‘Task’ is both a means of clinically eliciting samples of learner language for purposes of research (Corder, 1981) and a device for organizing the content and methodology of language teaching (Prabhu, 1987). 1.3 However, as Bygate, Skehan and Swain (2000b) point out, ‘task’ is viewed differently depending on whether the perspective is that of research or pedagogy. 說明: 1.4 Researchers, for example, may view a task in terms of a set of variables that impact on performance and language acquisition whereas teachers see it as a unit of work in an overall scheme of work. – for example, information about significant task variables acquired through research can assist teachers in deciding what tasks to use and when. I Introduction Ellis Lantolf (1996) Long and Crookes ( 1987) Vygotsky The first view computational models of (L2) acquisition.

Long and Crookes ( 1987) ‘psycholinguistically motivated dimensions’ of tasks. Vygotsky The second view is socio-cultural in orientation. Ellis He is arguing that language pedagogy needs to take account of both views in order to accommodate Van Lier’s (1991) two essential teaching dimensions – ‘planning’ and ‘improvising 1.5 The purpose of this article is to examine theoretical views of language use, learning and teaching that underlie the work on tasks that has taken place to date. Two broad and disparate views will be identified and discussed.

The first view Lantolf (1996) has referred to as computational models of second language (L2) acquisition, which treat acquisition as the product of processing input and output. In accordance with this model, researchers have sought to identify ‘psycholinguistically motivated dimensions’ of tasks (Long and Crookes, 1987) – that is, to establish the task features that have a significant impact on the way learners process language in performance and, therefore, potentially, on how they acquire an L2. The identification of such dimensions can be used to select and grade tasks for teaching and learning.

The second view is socio-cultural in orientation, drawing on the work of Vygotsky, as this has been applied to L2 learning. This approach views language learning as socially constructed through interaction of one kind or another and, thus, treats ‘tasks’ as workplans that are enacted in accordance with the personal dispositions and goals of individual learners in particular settings, making it difficult to predict the nature of the activity that arises out of a task. In particular, it can contribute to the development of a methodology for task-based teaching and learning. The article concludes by arguing that language pedagogy needs to take account of both views in order to accommodate what Van Lier (1991) has advanced as the two essential dimensions of teaching – ‘planning’ and ‘improvising’. II Defining Task Bygate, Skehan and Swain (2000b) ‘context-free’ Breen(1989) task-as-workplan Skehan (1998a) 4 defining criteria: 1.

Meaning is primary; 2. There is a goal which needs to be worked towards; 3. The activity is outcome-evaluated; 4.

There is a real-world relationship (p. * Bygate, Skehan & Swain (2001) * Skehan (1998) II Defining Task Ellis –see Table 1 Widdowson (1998a) 1.he is critical and arguing that the ‘criteria do not in themselves distinguish the linguistic exercise and the communicative task’ (p. 2.‘exercise’ and ‘task’ differ with regard to the kind of meaning, goal, and outcome they are directed towards. Ellis –see Table 1 It is an attempt to incorporate Widdowson’s insight into Skehan’s definition. Oxygen Forensic Serial Number. Ellis (2003) 1. Strategic (off-line) planning 2.

On-line planning Willis (1996, 2004) 1. Task cycle (i.e., during-task) 2. Language focus (i.e., post-task) Task-in-process Task-as-workplan Seedhouse (2005) Table 1 1 2 3 4 5 III Task from a psycholinguistic perspective A task is a devise Skehan, Faster and Mehnert (1998) 1.

Task properties the nature of the performance. The task –as- workplan and the task-as- process.

The design features of task. Lantolf (1996) -‘computational metaphor’. Chomsky (1960) as the person Mainstream cognitive science so strongly believes in the metaphor.(1970s-1980s) Lantolf sees Chomsky as the person most responsible for the dominance of this metaphor in linguistics and applied linguistics since the 1960s but recognizes that it is evident in cognitive as well as nativist accounts of language learning. He comments: ‘it quickly became regularized as theory within the cognitive science of the 1970s and 1980s. Mainstream cognitive science so strongly believes in the metaphor – in effect, to be in mainstream cognitive science means that many people find it difficult to conceive of neural computation as a theory, it must surely be a fact’ (p. Computational metaphor The first, in the 1980s is Long’s Interaction Hypothesis. The second, in the 1990s is Skehan’s ‘cognitive approach’.

Two types of processing (lexical processing and rule-based processing). The third is Yule’s model of communicative effectiveness.

Language pedagogy is concerned. Within this basic metaphor, it is possible to distinguish a number of different theoretical positions. I will briefly consider three here. The first, which was prominent in research in the 1980s and continues to attract attention, albeit in somewhat revised form, is Long’s Interaction Hypothesis.

The second is Skehan’s ‘cognitive approach’, based on the distinction between two types of processing that learners can engage in (lexical processing and rulebased processing). Skehan’s theoretical position has informed a number of studies carried out in the 1990s.

The third is Yule’s model of communicative effectiveness, which has attracted less attention, but is of obvious promise where language pedagogy is concerned. 1.The Interaction Hyphothesis Theoretical Background Long’s Interaction Hypothesis (1983) L2 acquisition is from.