Professional Documents
Culture Documents
- Skinner’s Verbal Behavior (1957) (1962,) Trial-and-error - The Universal Grammar Theory (1959) Winitz’s
(L1) (Thorndike and (L1) Comprehension
Guthrie) Approach (?)
- Bloomfiield (1940’s) & Lado (1964) (L1 & L2) Audiolingual Method - Critical Period Hypothesis (Lenneberg,
Structuralis
1967,)
- Lateralization (L1
m
& L2)
- Contrastive analysis hypothesis (Lado, 1957), Error analysis - Monitor Model (Krashen, 1977, 1981, The Natural Approach
(Lightbown and Spada,1993) (L1 & L2) 1985, 1992, 1993, 1997) (L1 &
L2)
( http://web.ics.purdue.edu/~rallrich/learn/zone.html )
8. Discourse Theory
- Communicative competence includes knowledge of the grammar and vocabulary, knowledge of rules of speaking, knowledge of how to use and
respond to different types of speech acts and social conventions, and knowledge of how to use language appropriately.
- Language acquisition will successfully take place when language learners “know” how and when to use the language in various settings and when
they have successfully “ cognized” various forms of competence such as grammatical competence (lexis, morphology, syntax and phonology) and
pragmatic competence (speech acts).
- Learner needs to “know” conversational strategies to acquire the language.
- Failed to notice universal principles in language acquisition.
- When we speak, our words do not have meaning in and of themselves. They are very much affected by the situation, the speaker and the listener.
Thus words alone do not have a simple fixed meaning.
Illocutionary act: have a certain ‘force’, e.g. informing, ordering, warning, undertaking.
Perlocutionary acts: bring about or achieve something, e.g. convincing, persuading, deterring
- http://changingminds.org/explanations/theories/speect_act.htm
(Cook, 2003)
(Cook, 2003)
Previous Pages: 1, 2, 3, 4, 5
The Procedural syllabus is associated with Prabhu, Ramani and others (then) at the Regional Institute of English in
Bangalore, India. Prabhu was dissatisfied with the Structural-Oral-Situational method which had been developed and
was generally in use in the 1960s, so he evolved an approach based on the principle that the learning of form is best
carried out when attention is given to meaning (cf. Palmer, 1917/1968). The Bangalore Madras Communicational
Teaching Project (CTP) (Prabhu 1980; 1984; 1987) was implemented in eight classrooms with 18 teachers and 390
children aged 8 to 15, for periods of one to three years, from 1979 to 1984. Early influences were similar to those of
the Malaysian communicative syllabi (Rodgers 1979; 1984), but were quickly abandoned. The Project was not set up
as an experiment, so evaluation was not part of the original plan, and Beretta and Davies, when carrying out an
evaluation in 1984 (Beretta & Davies 1985), had to use intact classes, rather than operate in a "stripped down
environment" (Beretta 1986a) with limitations on the validity of their findings. They saw the results of the evaluation
as on the whole positive, though pointing out the difficulty of designing satisfactory Which? type comparative
research procedures to evaluate methodologies (cf. Cronbach 1963). However, Greenwood (1985) suggests that
none of the accounts of the project offered sufficient evidence to evaluate the claims made for the procedural
the task rather than learning the language, agreeing with Krashen (1982) that language form is acquired
subconsciously when the learner's attention is focused on meaning (cf. table 30, below):
Task-based teaching operates with the concept that, while the conscious mind is working out some of the meaning-
content, some subconscious part of the mind perceives, abstracts or acquires (or recreates, as a cognitive
structure) some of the linguistic structuring embodied in those entities, as a step in the development of an internal
system of rules. The intensive exposure caused by an effort to work out meaning-content is thus a condition which is
favourable to the subconscious abstraction - or cognitive formation - of language structure. (Prabhu 1987:69-70).
Teaching through communication, rather than for communication (Prabhu 1980:164) was an important aspect of this programme,
though it is interesting to note that the core goal was grammatical, rather than communicative competence,
The radical departure from CLT in the Bangalore Project lay not in the tasks themselves, but in the accompanying pedagogic focus on
task completion instead of the language used in the process. (Greenwood 1985)
Teacher speech was not pre-selected or structurally graded, but "roughly tuned", and errors ("ungrammatical learner
utterances") were accepted for their content, although subject to "'incidental' as opposed to 'systematic' correction"
(Prabhu 1987:57-9). The tasks focused upon the learners' use and development of their own cognitive abilities
through the solution of logical, mathematical and scientific problems, and the procedural syllabus focused upon
what was to be done in the classroom and not upon selected language input for learning. Finally, the syllabus of
... was evolved during the teaching and learning by a process of trial and error whereby new tasks could become more sensitive to the
achievements and needs of the particular learners in the particular teaching situation. (Breen, 1987b:165)
The Bangalore Project has received attention from EFL researchers and theorists, due to its being the first example
of the TBS in practice, though containing a number of formal and synthetic Type A elements (e.g. the focus on a
Long and Crookes (1993:31) suggest that local cultural and educational norms could have been responsible for
various formal aspects of the Bangalore Project such as an emphasis on receptive language, teacher-centred
classes, a lack of student-student communication ("because of the fear that learner-learner interaction will promote
fossilisation" - Prabhu 1987:82) and the discouragement of group work (cf. Long & Porter [1985] and Pica [1987b] for
discussion of the benefits of group work and the opportunities for negotiation provided by appropriate task
selection).
Prabhu's recommended lesson structure falls into three sections: i) presentation and demonstration of "pre-tasks" by
the teacher in a whole-class format; ii) the task proper, worked on usually individually; iii) feedback from the teacher
- regulated and "presented" by the teacher; and is reminiscent of the "three Ps" approach typical of synthetic syllabi.
Though largely discredited by SLA theory (White 1988; Skehan 1996a). this three-tiered structure appears ten years
later in Willis (1996), who proposes a three-tiered framework for task-based learning in which the teacher still has
the overall control (Willis 1996:41). Thus negotiation of syllabus-content, self-direction, and learner-centredness,
factors so important in other examples of the process paradigm, are absent from this type of TBS, in which "the
teaching techniques required ... are not very different from those of ordinary mainstream language teaching." (Willis
1996:40).
evaluation component into the design (a criticism rarely made of programmes using synthetic syllabi). Long and
1. the absence of task-based (or any) needs identification leaves no rationale for the content of the syllabus (Long & Crookes
1993:32);
2. grading of task difficulty and sequencing of tasks appear to be arbitrary and left to the teacher. The "half the class doing half the
task” criterion (Prabhu 1984:277) is not a satisfactory solution, since it is norm-referenced, and gives no indication of why any one
task is "easier" than another (Long & Crookes 1993:32);
3. there is need for incomprehensible input and communication breakdowns if learners are to perceive negative evidence as such in
SLA (Bley-Vroman 1986; White 1987);
4. it is important to notice input-output mismatches so that learning can occur (Schmidt 1990a; 1993).
White (1988) also observes that in terms of "empirical demonstration of the effect of organisation and procedures on
learning outcomes", there has been no "really concerted effort to evaluate any approach in actual operation"
(1988:110), despite the growing body of research into the effects of procedure on language learning in tutored
settings (cf. Long 1980; Long & Porter 1985; Aston 1986; Doughty & Pica 1986).