Constructivism in FL teaching
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The document discusses constructivism according to Piaget, Vygotsky, and Bruner and introduces task-based language teaching. It defines a task as an activity where the target language is used by the learner for a communicative purpose to achieve an outcome. It lists several key features of a task, including that it involves using language for real-world processes, engages cognitive skills, and has a clear communicative outcome. It also summarizes Skehan's view that tasks focus on meaning, do not require regurgitating others' meanings, relate to real-world activities, prioritize task completion, and assess based on outcome. The document questions in what sense task-based language teaching can be considered a constructivist
Constructivism in FL teaching
- 1. Constructivism Piaget, Bruner, Vygotsky
- 5. Piaget
- 7. Vygotsky: Zone of proximal development
- 9. Scaffolding in language learning
- 10. Task-based language teaching A task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” (Jane Willis, 1996:23)
- 11. R Ellis A task has several features as follows: 1. A task is a work plan (a plan for learner activity). 2. A task involves a primary focus on meaning. 3. A task involves real-world processes of language use. 4. A task can involve any of the four language skills. 5. A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task. 6. A task has a clear defined communicative outcome.
- 12. Skehan (1998) 1. Meaning is primary 2. Learners are not given other people’s meaning to regurgitate 3. There is some sort of relationship to comparable real-world activities 4. Task completion has some priority 5. The assessment of the task is in terms of outcome
- 13. In what sense is task-based language teaching a constructivist approach to teaching foreign languages?