us still revolve, knowledge changes every day, my first time reading the English textbooks were English

900, yet also have to learn every day from their students otherwise they will be left behind. You still
teach what you call task every day, yes, argue for. Planning teaching should.
Limiting yourself in a same place for toolong would also limit you to .mPaThe teachers job is to look
through a students perspective. As teachers, we asked students to write essays, many of the are
reflective essays to learn from past experience. However, I do have an advantage, as language teacher
you are student sand a teacher, the purpose is to get your student develop language competency, yet
learners also teach teacher as much.

The essay,
wracking as the teacher, the first class, the first meeting with students as a teacher. You got a bunch of
lesson plans, you have got a whole bunch of back up activities, and your first experience teaches you a
lot. However, along with the us still revolve, knowledge changes every day, my first time reading the
English textbooks were English 900, yet now no one remember about that. Every year, hundreds of
textbooks came out, the school adopted it adapted it, asking for th. Teachers also have to learn every
day from their students otherwise they will be left behind. You still teach what you call task every day,
yes, argue for. Planning teaching should.
Limiting yourself in a same place for toolong would also limit you to .mPaThe teachers job is to look
through a students perspective. As teachers, we asked students to write essays, many of the are
reflective essays to learn from past experience. However, I do have an advantage, as language teacher
you are student sand a teacher, the purpose is to get your student develop language competency, yet
learners also teach teacher as much.
What do you think about these customs ?
Do these seem unusall to you ?
Do yournations follow these customs?
Think in 2 minutes
What would you do in these sort of situations ?
How can a person point to something with your foot? (marizar)s
Oh yah, like this way we cant do this we have to use both hands to give something to an older person
like this we have to do like this (shova)
T; ok so is it normal or weird in your culture to do these kinds of custom?
Think about in 2 min (ask individual?) and then you can discuss it with your friend
Weshould be ther on time yeah
Yes it is
T which one you should tell us which one
Yeah if you are insulting someone we have to point with our foot, basically we do it between friends not
between adult
So can you point your foot to someone else
Maybe?
I dont know
Yeah its weird
So howabout if you are sitting face to face definitely pointing my foot to your ?
age. In Bygate, M., Skehan, P., & Swain, M. (Eds.), Researching pedagogic tasks: Second
language learning, teaching and testing (pp. 119-140). Longman, Essex, England.
Planning
Instruction
Familiarity
Murphy task and learner interaction
Breen 1987
Zone of proximal development
express their opinions. Originally, the task cite four questions for discussion but they are not
really focused and ask too much for a ten minute teaching segment, so the teacher only include three
questions for discussion

ask-Based Language Teaching

David Nunan
Cambridge University Press, 09-12-2004 - 222 trang


Originally, the role of the teacher in this task is set up as that of a facilitator and supervisor whose main
job is then setting the task environment for the discussion, and supervisor the process to make sure
everything going on smoothly; however, at the beginning, the teacher had to took up another role as a
prompter when it turned out that the material instruction confused the students.
Role

Language-learning tasks: teacher intention and /earner interpretation
B. Kumaravadive/u
^ ELT Journal Volume 45/2 April 1991 Oxford University Press 1991

Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role
of the teacher. In Bygate, M., Skehan, P., & Swain, M. (Eds.), Researching pedagogic tasks: Second
language learning, teaching and testing (pp. 119-140). Longman, Essex, England.

Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In Bygate, M.,
Skehan, P., & Swain, M. (Eds.), Researching pedagogic tasks: Second language learning, teaching and
testing (pp. 119-140). Longman, Essex, England.

Samuda (2001) specified two functions of task as shaping and refining language within the inter
language resources, and knowledge constructing task (language activating/ fluency- stretching). In his
study, specified as potentially knowledge constructing, the input data focused on the areas of
meaning concerned probability and possibility (p.126) but not on the target language epistemic
modality. It proved that the students, by mining the input data and their previous knowledge managed
to convey and negotiate meaning without displaying any target language in task objectives. The teacher
gradual shift from meaning towards form by mining input data and conversationally interweaving these
meaning to pre-established conversational framework of the students without reformulating students
output, The teacher takes on the proactive move which Samuda call proactive precasts (p. 129)..
Input datas lexical chunk was mined in strategies to highlight novel form meaning relationship
(p.130). The input data from the text and learner presentation served as launching platform for
expanding language resource to fill in the gap in the students knowledge. The task design revolving
around Meaning form-meaning progress starting with the semantic area and gradually shift the
attention to meaning form relationship . During this cycle, the each will be the input for the next. Ideally
the leaner would themselves realized the language gap and pushed to produce (Swain, 1998) language
within the semantics field before receiving teachers explicit scaffolding on integrating new form into
the inter language and mapping to the knowledge gap. Samuda argue for the mining of task input as: a
communication strategy, a means of framing questions to the teacher about form, as a resource in the
negotiation of form and meaning and propose teachers roles as create alignment with learner group,
scaffold implicit language focus through precast and interweaves in theprovision of positive evidence, to
introduce implicit focus on form-meaning, frame negative feedback so that form and meaning may be
integrated
Task as context for the framing, reframing and unframing of language1
M. Bygate* University of Leeds, Leeds LS2 9JT, UK
Received 20 May 1998; revised 20 September 1998; accepted 8 October 1998 System 27 (1999) 3348

Willis, J., 1996. A Framework for Task-based Learning. Longman, London.
Bui, H. Y. G. (2014)
ROD ELLIS (2009)
Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate,
P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks (pp. 2348). London: Longman.
Previous experience with task type can shift learners attention from message content to message
formulations or residual gain from task type exposures on fluency measure
SSLA, 20,51-81. Printed intheUnited States ofAmerica.
RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
Roy Lyster McGill University
@ 1998 Cambridge University Press 02722631/98 $9.50

JOURNAL OF SECOND LANGUAGE WRITING, 7 (2), 113-131 (1998)
ESL Students Perceptions of
Effectiveness in
Peer Response Groups
GAYLE L. NELSON
JOAN G. CARSON
Georgia State University
Lyster ( 1998) explain that recast as negative evidence in previous studies might be explained as the
combination of recast and explicit clues such as paralinguistic, emphasis. In his studies, the majority of
recasts were not followed by student-initiated repair. Recasts alone do not direct students attention to
form in the meaning making between teacher and students since it includes the correct form itself.
Negotiation of form, including interactional moves such as elicitation, metalinguistic clues, clarification
requests, and repetition, encourages student-initiated repair strategies on their previous language
resource.
Bui, H. Y. G. (2014). Task readiness: Theoretical framework and empirical evidence from topic
Familiarity, strategic Planning, and proficiency levels. In P. Skehan (Ed.), Processing Perspectives on Task
Performance (pp. 63-94). Amsterdam: John Benjamins.
Bui (2014) propose that task readiness should take into account the internal as well as the external
factors learners bring with them when encountering a task

.The major dierence between task-internal and task-external readiness is the degree of naturalness, or
rather the degree of ad hoc manipulation, of the task prepa-ration. Task-internal readiness, especially
topic familiarity and schematic familiarity,could be thought of as a more inherent and natural type of
readiness, albeit perhapsnot so much a conscious process. At the same time, task-external readiness has
a morearticial element in that learners have imposed upon them extra manipulations to atask. A
question then arises from this comparison: which has a stronger inuence forthe improvement of task
performance? e literature on task research has little to oerin this regard, so we will turn next to other
areas for relevant insights.Evidence for the inuence of topic familiarity exists mainly in st
performance on repeated tasks is affected by interim exposure to other tasks of the same type and
speakers accuracy affected by task practice
Applied Linguistics 30/4: 474509 Oxford University Press 2009 doi:10.1093/applin/amp042 Advance
Access published on 30 November 2009
The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2
Oral Production
ROD ELLIS
University of Auckland and Shanghai International Studies University
Pre-task planning can be further divided into rehearsal (i.e. planning takes the form of an opportunity to
per- form the complete task once before performing it a second time) or strategic planning (i.e. planning
what content to express and what language to use but without opportunity to rehearse the complete
task). Within-task planning can also take two forms. It can be pressured (i.e. learners are required to
perform the task rapidly by specifying a time limit) or unpressured (i.e. they are given an unlimited
amount of time to perform the task).



. John Benjamins Publishing Company All rights reserved

Bui Hiu Yuet Gavin


. John Benjamins Publishing Company All rights reserved

Bui Hiu Yuet Gavin

http://ltr.sagepub.com/content/16/2/170 The online version of this article can be found at:
DOI: 10.1177/1362168811428414 2012 16: 170
Language Teaching Research Peter Skehan, Bei Xiaoyue, Li Qian and Zhan Wang
Language Teaching Research
http://ltr.sagepub.com/content/16/2/170 The online version of this article can be found at:
DOI: 10.1177/1362168811428414 2012 16: 170Language Teaching Research Peter Skehan, Bei Xiaoyue,
Li Qian and Zhan Wang The task is not enough: Processing approaches to task-based performance
Nunan, D. (2004). Task-Based Language Teaching. New York: Cambridge University Press.

Task as work plan:
4 basic questions (Breen, 1987)The task objective is to get learners attention and practice to talking
about different customs and create opportunities for students sharing their own personal experience
as scaffolding for the listening text and reading text on the same topic. Learner purposes: achievement
orientation and survival orientation corresponding to their own perceived learning needs internal
criteria genuine progress. Survival purpose external criteria learners need inferior.( p,26)
Task content of whatever kind has to be assumed to be only potential content for learning. A task
should explicitly require learners to seek out and specify aspects of content which are familiar to them.
On this basis, learners should then identify as precisely as possible those aspects of the content which
then become the focus of learner work, and such work should directly build upon already-known
content (Breen, 1987, p 31)

Breen, M. P. (1987). Learner contributions to task design. In C. C. Murphy (Ed.), Language learning tasks
(Vol. 7, pp. 23 - 46). Englewood Cliffs: Prentice Hall International.


The task is used as a leading into the reading text on the topic of cultural differences
The task goal would be improving communicative goal , create opportunity for students to exchange
interpersonal relations and through this to exchange information, ideas, opinions, attitudes and feelings
and to get things done (Nunan, p.43) Forthis purpose, the task partly achieve its goal. Communicative
breakdown
Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the
initial communicative breakdown at the beginning of the task. Adapted from
Ellis ELT Journal Volume 51/1 January 1997 Oxford University Press 1997 The empirical evaluation of
language teaching materials http://eltj.oxfordjournals.org/
). Conversation and explanation serve as input for internalization of knowledge. Vygotsky
. His theories explain how CL can facilitate the development of cognition. Within the group, the
interaction among members, especially between slower learners with more advanced learners, in the
attempt to solve tasks might operate within the zone of proximal development. Ohta (1995) His findings
support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert
and novice with different expertise. He concludes that each peer contributes his or her own strengths
to the collaborative construction of the interaction (Ohta, 1995, p. 110). In other words, better learners
can also benefit themselves with the contribution of less advanced learners. This pooling of knowledge,
coined collective scaffolding, can result in better result than individual working (Donato, as cited in
Ellis & Sandra, 1999)
Ellis, R., & Sandra, F. (1999). Learning a Second Language through Interaction. Amsterdam: John
Benjamin Publishing company
Ohta, A. S. (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse: Learner-Learner
Collaborative Interaction in the Zone of Proximal Development. Applied Linguistics, 6(2), 93-121.
, open ended tasks on the one hand, might be argued to intrigue learner motivation, yet, the open tasks
with unpredicted outcomes would be a more valuable and intrigue resource for observation and in
depth qualitative studies. The characteristics of instability make it un irresistible for contrast and
denying all the linear and monotonous routine of classroom culture where teacher give and student
takes.