Final Paper Update

Thus far I have still been in the exploratory research stage.  Dr. Seloni helped me clarify my research question and direct me to what kind of evidence I need to answer this question.  However, I am not yet ready to create a formal outline and start writing my paper.  I want to find a strong body of sources and research before I begin creating.  I don't want to include my own thoughts and opinions until I am an unofficial expert on the subject.  My mini annotated bibliography and sources are provided below...

Research Question: How can grammar be incorporated to the task-based approach to language teaching?

 

Amir, M., & Mehraein, M. (2012). The Effect of Focus on Form Instruction on Intermediate EFL Learners’ Grammar Learning in Task-based Language Teaching. Procedia - Social And Behavioral Sciences, 46(4th WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012) 02-05 February 2012 Barcelona, Spain), 5340-5344. doi:10.1016/j.sbspro.2012.06.435

This article analyzes whether or not explicit focus on form can benefit teachers and students under the task-based approach to teaching grammar.  The authors acknowledge that the inclusion of explicit focus on form is a major subject of debate among teachers utilizing the task-based approach.  Although there are many variations of focus on form, the authors make two major distinctions in this article.  A preemptive focus on form is when teachers emphasize forms and practice with structures that they believe students have gaps in learning.  In a contrast, a reactive focus on form is when teachers focus on form in order to correct student mistakes.  The researchers predict that both strategies would lead to better performance on tasks.  In the task measured—describing pictures—it is found that a preemptive focus on form produces little difference in performance.  In contrast, a reactive focus on form did result in better performance on the picture description task.  The researchers can conclude that a reactive focus on form is more effective in the task-based approach than a preemptive focus on form. 

 

Brown, H. D. (2007). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, N.J.: Prentice Hall Regents.

Before examining grammar’s role in the task-based approach, it is essential to understand the basic definition and concepts of this approach.  Brown’s textbook describes a great deal of language teaching approaches including the task-based approach.  He begins by describing a task as “an activity which requires learners to use language, with emphasis on meaning, to attain an objective” (50).  There are two basic types of tasks in language teaching: target tasks and pedagogical tasks.  Target tasks are completed outside of the classroom in authentic contexts while pedagogical tasks are classroom activities that prepare students to complete target tasks.  An example of a target task may be giving personal information in a job interview (51).  Pedagogical tasks are all of the activities done in class (role plays, studying interview, listening excerpts) to prepare for the target task.  In a task-based curriculum, it is important to note that the designated tasks are carefully designed and linked together in a meaningful manner; separate tasks are not randomly thrown together to form a curriculum.  Learners are assessed based on what they can and cannot do with the language rather than their linguistic knowledge of the language.   

 

Lambert, R. D. (2000). Language policy and pedagogy essays in honor of A. Ronald Walton. Philadelphia: J. Benjamins.

This reading attempts to find the appropriate balance between focus on meaning and focus on form in a classroom following the task-based curriculum.  Linguist Michael Long’s research demonstrates that, “Focus on meaning alone is insufficient to achieve full native-like competence (179).  However, a focus on forms is not the best practice either.  Focus on forms is the practice of teaching grammar independently from other context or language domains.  Throughout history this has been the most common approach to language teaching, but it is far from the best approach.  A better approach would involve an analysis of student needs.  For example, a pre-test at the beginning of the year would notify teachers of which grammar areas they need to include in the curriculum.  Student needs often do not align with the textbook curriculum.  One of the major benefits of a focus on form approach is that attention is focused on areas of language where problems occur.  This approach allows for instruction to emphasize teaching either language skills or content rather than simply grammar rules or usage.  When problems with form do occur, teachers should address these issues using the best approach for that particular context (188).  Teachers will correct college students differently than 3^rd graders; teachers will assess students differently during informal conversations than class presentations.  Overall, a focus on form is the best way to teach grammar under the task-based approach because it allows for tasks to be the center of instruction but prevents grammar errors from impeding the success of activities.