"Processing": an ESP task/syllabus design heuristic
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The document presents a heuristic called 'processing' for designing tasks in English for Specific Purposes (ESP) and blended learning, emphasizing the importance of varied processing to reduce cognitive load and enhance learner engagement. It outlines methods for task creation, categorizing tasks by their effectiveness in promoting language processing through input and output activities. Furthermore, Hunter discusses the structuring of content and sequencing of tasks to ensure comprehensive coverage of language functions and learner needs.
"Processing": an ESP task/syllabus design heuristic
- 1. “Processing” An ESP task/syllabus design heuristic Lawrie Hunter lawriehunter.com lawriehunter@gmail.com JACET ESP, Toyo University, December 19, 2015
- 2. 2 "Processing," a simply-defined heuristic, can give the ESP materials designer a perspective on task variation in the interest of reducing learner cognitive load and maintaining learner freshness. Learning language is mysterious: it begins with interest; it results from processing, which is best if varied in nature. Hunter "Processing" as a Heuristic for Task Design
- 3. 3 Task design: framing content for blended learning QUESTION: How to shape the tasks in a blended curriculum so as to ensure -coverage of lexical items -coverage of niche functions -suitable acquisition order ? Hunter "Processing" as a Heuristic for Task Design
- 4. 4 Task design: framing content for blended learning Task creation Information structures Functions Acquisition order Hunter "Processing" as a Heuristic For Task Design Language structures Lexis Learner profiles
- 5. 5 Task design paradigm (interface design): LEARNERinfo LEARNER language language info Hunter "Processing" as a Heuristic for CALL Task Design
- 6. 6 Creating tasks: are these tasks? 1. Read a paragraph No. 2. Read a paragraph and speak it out loud Yes, weak processing. 3. Read a paragraph and copy it longhand Yes, stronger than 2. 4. Listen to spoken English No. 5. Listen to spoken English and repeat it Yes, weak processing. 6. Listen to spoken English and write the verbs Yes, stronger than 5. 7. Read an equation and find the value of x. Yes. 8. Read a problem, make it into an equation, and find the value of x. Yes, stronger than 7. 9. Watch a video. No. 10. Watch a video and repeat one character's speech. Yes. 11. Watch a video and write down all the locations. Yes. 12. Memorize a list of the halogens, Cl, Br... Yes, weak processing. 13. Draw a set of atomic models for the halogens Yes, stronger than 12. Hunter "Processing" as a Heuristic for CALL Task Design
- 7. 7 Creating tasks: are these tasks? 1. Read a paragraph No. 2. Read a paragraph and speak it out loud Yes, weak processing. 3. Read a paragraph and copy it longhand Yes, stronger than 2. 4. Listen to spoken English No. 5. Listen to spoken English and repeat it Yes, weak processing. 6. Listen to spoken English and write the verbs Yes, stronger than 5. 7. Read an equation and find the value of x. Yes. 8. Read a problem, make it into an equation, and find the value of x. Yes, stronger than 7. 9. Watch a video. No. 10. Watch a video and repeat one character's speech. Yes. 11. Watch a video and write down all the locations. Yes. 12. Memorize a list of the halogens, Cl, Br... Yes, weak processing. 13. Draw a set of atomic models for the halogens Yes, stronger than 12. Hunter "Processing" as a Heuristic for CALL Task Design
- 8. 8 How to quantify “Processing”? L2 processing Language -> information identify sounds/words/phrases find L1 equivalent find mental construct equivalent identify anaphora/exophora identify discourse pattern identify discourse intent Information -> language mimic sounds/symbols create sounds/symbols encode visual impressions encode discourse impressions encode text impressions build discourse from intention Information processing Recognize symbols Identify a pattern Identify a problem Select a transformation Select a technique Apply a technique Evaluate results Hunter "Processing" as a Heuristic for CALL Task Design
- 9. 9 “Processing” types INPUT TASKS Listening Looking Watching Reading a symbol Reading text Feeling Smelling Tasting OUTPUT TASKS Pointing Moving Making a noise Speaking Drawing Writing Making PROCESSING TASKS Remembering Accumulating Transforming Naming Describing Classifying Comparing Finding an answer to a question Selecting an answer to a question Applying a rule Describing a rule Discovering a rule Sequencing Applying a process Inferring Analyzing Synthesizing Evaluating Deciding Hunter "Processing" as a Heuristic for CALL Task Design
- 10. 10 “Processing” types INPUT TASKS Listening Looking Watching Reading a symbol Reading text Feeling Smelling Tasting OUTPUT TASKS Pointing Moving Making a noise Speaking Drawing Writing Making PROCESSING TASKS Remembering Accumulating Transforming Naming Describing Classifying Comparing Finding an answer to a question Selecting an answer to a question Applying a rule Describing a rule Discovering a rule Sequencing Applying a process Inferring Analyzing Synthesizing Evaluating Deciding Hunter "Processing" as a Heuristic for CALL Task Design By carefully orchestrating the modes of task input and output, the designer can lead the learner to a wide variety of cognitive activities (here "processing").
- 11. 11 “Processing”immediacy and presence Immediate processing Delayable processing Minimum presence Maximum presence Tests for points Classroom paper tasks Conversation Classroom questioning Dictation Cell phone push Homework Drag n’ drop Point n’ click Chat email chat SMS chat
- 12. 12 Input tasks Processing Output tasks Listen-remember drill Listening Cumulative remembering Speaking (repeating) Ordering exercise Listening Reading Reading Looking Identifying key information Ordering Visualizing Visualizing Writing notes Writing numbers Drawing Speaking Dictation with graphic and cloze Listening Looking Listening Visualizing Remembering Identifying cloze words Drawing Writing Writing missing words Process flowchart Listening Identifying suitable example Writing “Processing” analysis for task design
- 13. 13 How to quantify content? For learning effectiveness: Key 1: varied processing Key 2: structured content: -to ensure coverage of utterance range at a given level. -to meet the functional demands within a content niche. Hunter "Processing" as a Heuristic for CALL Task Design
- 14. 14 How to quantify content? At KUT, we have built our curriculum around these genres (a.k.a. text types): Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre hunter’s tools GENRES REGISTERS MOVES These genres come from Mohan’s (1986) knowledge structures: Classification Principle Evaluation Description Process Choice Action situation Background knowledge Hunter "Processing" as a Heuristic for CALL Task Design
- 15. 15 Sequencing of content Cycling through information structures (text types) (maintaining the same niche theme, e.g. self-description e.g. experiment, e.g. geography) Description Classification Comparison Cause-effect Inference Pro and con Sequence Hunter "Processing" as a Heuristic for CALL Task Design
- 16. 16 Merging content and processing to decide task type Description Classification Comparison Sequence Cause-effect Inference Pro-con Remembering Accumulating Transforming Naming Describing Classifying Comparing Findingananswertoaquestion Selectingananswertoa question Applyingarule Describingarule Discoveringarule Sequencing Applyingaprocess Inferring Analyzing Synthesizing Evaluating Deciding Hunter "Processing" as a Heuristic for CALL Task Design
- 17. 17 Sequencing of tasks Remembering Accumulating Transforming Naming Describing Classifying Comparing Finding an answer to a question Selecting an answer to a question Applying a rule Describing a rule Discovering a rule Sequencing Applying a process Inferring Analyzing Synthesizing Evaluating Deciding Sample 1: False beginners (using same content in each task) Aural only A1:listen and repeat A2-listen and repeat cumulative A3-listen and draw/signify graphically A4-listen and complete pattern clozes A5-listen and problem-solve Read/write W1-reverse of A3 W2-A4 with no listening W3-Read cases and discover rules W4-Read cases and draw scenarios W5-Read cases and solve problems Hunter "Processing" as a Heuristic for CALL Task Design
- 18. Thank you for your kind attention. Don’t hesitate to write to me. I share! Lawrie Hunter lawriehunter.com lawriehunter@gmail.com
- 19. Bio Lawrie Hunter is currently working in the Center for Professional Communication at GRIPS in Roppongi. He was a member of the founding team of Kochi University of Technology, and before that he created the intercultural communication program for Kochi University. He has worked as a mathematics teacher and counsellor in Canadian high schools and as a mathematics teacher trainer in Papua New Guinea. His main research themes are document design for education; computer assisted language learning; information structures as a framework for EFL curricula; non-grammar approaches to academic writing; and concept/argument mapping for low text representation of complex ideas. Textbook publications: Critical Thinking (Asahi); Thinking in English (Cengage); How Academic Writing Works (Minaminokaze). Lawrie is now active in the Tokyo poetry scene.