View in EDS

Towards a Modular Language Curriculum for Using Tasks

Saved in:
Bibliographic Details
Title: Towards a Modular Language Curriculum for Using Tasks
Language: English
Authors: Ellis, Rod
Source: Language Teaching Research. Jul 2019 23(4):454-475.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, Language Fluency, Teaching Methods, Learning Theories, Grammar, Accuracy, Error Patterns, Grading, Course Descriptions, Decision Making, Curriculum Design
DOI: 10.1177/1362168818765315
ISSN: 1362-1688
Abstract: Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where 'pure' task-based teaching may be problematic for various reasons. The article makes a case for a modular curriculum consisting of separate (i.e. non-integrated) task-based and structure-based components. Different curriculum models are considered in the light of what is known about how a second language is learned. The model that is proposed assumes the importance of developing fluency first. It consists of a primary task-based module implemented with focus-on-form (Long, 1991) and, once a basic fluency has been achieved, supported by a secondary structural module to provide for explicit accuracy-oriented work to counteract learned selective attention (N. Ellis, 2006): one of the main sources of persistent error. The article also addresses the content and grading of the task-based and structural modules. It considers the factors that need to be considered in the vertical and horizontal grading of tasks but also points out that, for the time being, syllabus designers will have to draw on their experience and intuition as much as on research to make decisions about how to sequence tasks. An argument is presented for treating the structural component as a checklist rather than as a syllabus so as to allow teachers to address selectively those features that are found to be problematic for their students when they perform tasks.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1219509
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1219509
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Towards a Modular Language Curriculum for Using Tasks
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. Jul 2019 23(4):454-475.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1362168818765315
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where 'pure' task-based teaching may be problematic for various reasons. The article makes a case for a modular curriculum consisting of separate (i.e. non-integrated) task-based and structure-based components. Different curriculum models are considered in the light of what is known about how a second language is learned. The model that is proposed assumes the importance of developing fluency first. It consists of a primary task-based module implemented with focus-on-form (Long, 1991) and, once a basic fluency has been achieved, supported by a secondary structural module to provide for explicit accuracy-oriented work to counteract learned selective attention (N. Ellis, 2006): one of the main sources of persistent error. The article also addresses the content and grading of the task-based and structural modules. It considers the factors that need to be considered in the vertical and horizontal grading of tasks but also points out that, for the time being, syllabus designers will have to draw on their experience and intuition as much as on research to make decisions about how to sequence tasks. An argument is presented for treating the structural component as a checklist rather than as a syllabus so as to allow teachers to address selectively those features that are found to be problematic for their students when they perform tasks.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1219509
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219509
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/1362168818765315
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 454
    Subjects:
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
    Titles:
      – TitleFull: Towards a Modular Language Curriculum for Using Tasks
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ellis, Rod
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1362-1688
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Language Teaching Research
              Type: main
ResultId 1