LING-758 Topics in ALI: Task-based Language Teaching and Learning

Andrea Révész

This course explores task-based approaches to second/foreign language learning and teaching using the following organizational principles: (a) the theoretical underpinnings for task-based language learning; (b) the key components of task-based program design; (c) cognitive-interactionist research frameworks for the evaluation of tasks as learning tools; (d) the process of developing and empirically testing task-based materials; (e) practical classroom considerations for the use/implementation of tasks in an instructional context. Students will participate in instructor- and student-led discussions, complete short homework assignments, explore and analyze existing task-based language programs, and carry out a final project on communicative tasks in either a classroom or experimental context. This course can be taken as a regular graduate class (LING-494) or as a graduate seminar (LING-558). The syllabus and meeting times will be the same for each class, but seminar participants will undertake a final project that is more substantial in scope.

COURSE AIMS AND OBJECTIVES

Aims: The aim of this course is to introduce participants to issues, both practical and theoretical, surrounding task-based language learning and teaching.
Objectives: Participants will gain an understanding of the issues at the core of task-based language teaching (TBLT) and, as a result, be able to contribute to the current discussion and practice in TBLT. In addition, participants will develop (a) their ability to engage in academic discussions by facilitating and participating in in-class discussions and (b) their critical thinking and writing skills by carrying out the class assignments. Seminar participants will show a greater understanding of, and ability to discuss, issues related to TBLT than participants taking the course as a regular graduate class.

Credits: 3

Prerequisites: None

LING-758-01 SeminaSeminar: Discourse Seminar: Discourse Analysis for Language Teachers

Faculty:

Tyler, Andrea

Using insights from several discourse/pragmatic perspectives, this course focuses on spoken communication with a special emphasis on how these perspectives can be effectively used to examine second language communication. A primary aim will be to elucidate how native speakers of English typically use a range of discourse structuring cues to signal focus, information status, interpersonal involvement, etc. A second aim will be to consider how insights gained from discourse/pragmatic analysis might be effectively applied to second language learning and pedagogical issues. The overall goal will be to develop analytical skills for the purposes of research and teaching.

We will consider how various discourse approaches can clarify our understanding of second language communication patterns, including cross-cultural communication breakdowns, as well as inform daily classroom teaching practices, assessment measures and materials development. Throughout the semester, we will be involved in analysis of videotaped discourse, with special emphasis on classroom discourse and native speaker-non-native speaker interaction.

Students will be expected to participate in both small group and short individual projects. Each student will also be expected to complete a longer paper that reflects original research.

No previous work in discourse analysis or pragmatics is required. This class meets the discourse area distribution requirement.

Credits: 3

Prerequisites: None

Other academic years
There is information about this course number in other academic years:

• 2004-2005 Fall and Spring
• 2006-2007 Fall and Spring
• 2007-2008 Fall and Spring
• 2012-2013 Fall and Spring
• 2013-2014 Fall and Spring

More information
Look for this course in the schedule of classes.

The academic department web site for this program may provide other details about this course.