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For an extension of the TBL in the genres of discourse and in the culture

For an extension of the TBL in the genres of discourse and in the culture. Jean-Jacques RICHER Université de Bourgogne – University of Burgundy. 1- Introduction. - Task-Based Teaching (D & J. Willis, 2007) - Task-based Learning (J. Willis, 1997)

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For an extension of the TBL in the genres of discourse and in the culture

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  1. For an extension of the TBL in the genres of discourseand in the culture Jean-Jacques RICHER Université de Bourgogne – University of Burgundy

  2. 1- Introduction

  3. - Task-BasedTeaching(D & J. Willis, 2007) • - Task-based Learning (J. Willis, 1997) • - Language Learning and Teaching (Ellis, 2003)

  4. 2- TBL : a strong version of C.L.T.

  5. « Emphasiswasplaced on conveyingmeaningratherthan on linguisticaccuracy per se. » Savignon, S, 1972, Communicative Competence : An Experiment in Foreign-Language Teaching, Philadelphia : Center For Curriculum development, Inc. , p. 20 • « encoding his own thoughts into that language” (Ibid. : 12). Jean-Jacques RICHER

  6. Wilkins, D., 1976, NotionalSyllabuses, O.U.P • ThresholdLevel, 1975 • Un Niveau- Seuil, 1976 Jean-Jacques RICHER

  7. « how learners structure and restructure theirinterlanguages over time ». Ellis (2003 : 1) • "the means by whichlearnerscanbehelped to learn and as evidencethatsuccessfullearningistaking place." Ellis (2003 : 1). Jean-Jacques RICHER

  8. Krashen, S.D., 1981, The Second Language Acquisition and Second Language Learning, Pergamon Press Ltd. Jean-Jacques RICHER

  9. Krashen, S.D., Terrell, T., 1983, The naturalapproach – Language Acquisition in the Classroom, Alemany Press, Regents/ Prentice Hall. Jean-Jacques RICHER

  10. " to acquire communicative competence, the key component of the course must be to allow the student to use language for real communication and […] exercise and drill are neithernecessarynorsufficient. " Krashen, Terrell, (1983: 16 / 17). • " we use meaning to help us acquirelanguage. " Krashen, Terrell, (1983: 32). Jean-Jacques RICHER

  11. Willis D., Willis J., 2007, DoingTaskBasedTeaching, Oxford : Oxford UniversityPress. Jean-Jacques RICHER

  12. « the second languagepedagogy of taskswillbe viable only if itseeks out systematic relations betweentasks and languagelearning (issues of design, learning focus and interaction types), and the ways in whichtasks are implemented in the classroom to promotelearning (notably the use of planning, feedback and teacher guidance and support). » Samuda & Bygate, (2009 : 79) Jean-Jacques RICHER

  13. P.P.P. : " That is, a language item is first presented to the learners by means of exampleswith or without an explanation. This item isthenpractised in a controlledmannerusingwhatwecalled ' exercises '. Finallyopportunities for using the item in free language production are provided. " Ellis, (2003: 25). Jean-Jacques RICHER

  14. " tasks are not pre--selected on the basis of form », Samuda & Bygate, (2008 : 208); • " the potentialpedagogic focus of anygiventaskemergesfromsustainedmeaningful engagements with the demands of thattask; » Samuda & Bygate, (2009: 208); • " engagement withmeaningis the spingboard for engagement withform ;" Samuda & Bygate, (2009: 208); • Tasks are " Holisticactivities ( which ) involve the learner in dealingwith the different aspects of languagetogether, in the waylanguageisnormallyused. » Samuda & Bygate, (2008 : 7) . Jean-Jacques RICHER

  15. « tasks are used as a key element in the learning cycle ; they are used to actualise part of the curriculum, to enrich the syllabus or to provideadditionallearningopportunities […]. However, tasks are not necessarilyused for assessmentpurposes and the syllabus itselfmaybedefined by categoriesotherthantasks."Samuda & Bygate, (2009 : 59). Jean-Jacques RICHER

  16. " We use the term ‘task-based’ teaching and learning (TBLT) to refer to contextswheretasks are the central unit of instruction : they ‘drive’ classroomactivity, theydefine curriculum and syllabuses and theydetermine modes of assessment » Samuda & Bygate, (2008 : 58 ) Jean-Jacques RICHER

  17. 3- In search of a definition of Task

  18. « in neitherresearchnorlanguagepedagogyisthere a complete agreement as to whatconstitutes a task, making définition problematic (…). » Ellis, (2003 : 2). Jean-Jacques RICHER

  19. « a communicative task as a piece of classroomworkwhichinvolveslearners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right.” D. Nunan, (1989 : 10). Jean-Jacques RICHER

  20. « tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. » Willis, J., (1996 : 23). Jean-Jacques RICHER

  21. « A task is an activity in which  • meaning is primary; • there is some communication problem to solve; • there is some sort of relationship to comparable real-world-activities; • task completion has some priority; • the assessment of the task is in terms of outcome. » Skehan, (1998 : 95). Jean-Jacques RICHER

  22. Jean-Jacques RICHER

  23. 1. It involves holistic language use. • 2. It requires a meaningful target outcome or outcomes. • 3. It necessarily involves some individual and group processes. • 4. It depends on there being some input material. • 5. It is made up of different phases. • 6. It is important for teachers – and at some point the learners – to know what is being targeted in the language learning purpose. • 7. The conditions under which it is implemented impact on process and outcome and can be manipulated and variously exploited. • 8. It can be used for different pedagogic purposes at different stages of learning. “ • Samuda & Bygate, (2008 : 16) Jean-Jacques RICHER

  24. " a deviceused to elicitlearnerlanguage » , Ellis, (2003: 3) Jean-Jacques RICHER

  25.   « The key criterionis (2), the need for a primary focus on meaning .» Ellis, (2003 : 16). Jean-Jacques RICHER

  26. Widdowson, H.G., TeachingLanguage as Communication, O.U.P., 1978 Jean-Jacques RICHER

  27. « the phrase ‘language use’ canalsobetaken to implythatlanguageissocially and interpersonallymediated. Hencewe argue thatlanguage useis the key element of the definition. » Samuda & Bygate, (2009 : 66).

  28. « cognitive processessuch as selecting, reasoning, classifying, sequencing information, and transforming information from one form of representation to another. »  Ellis, (2003 : 7) Jean-Jacques RICHER

  29. « the language serves as the means for achieving the outcome, not as an end in itsown right. » Ellis, (2009 : 223) Jean-Jacques RICHER

  30. « A task is intended to result in language use that bears a resemblance, direct or indirect, to the way language is used in the real world”. Ellis, (2003 : 17). Jean-Jacques RICHER

  31. 4- For a more specificdefinition of the Task

  32. Ellis 2003 : 19

  33. " The termspeech eventwillberestricted to activities or aspects of the activitiesthat are directlygoverned by rules or by norms for the use of speech." Hymes, (1980 : 56). Jean-Jacques RICHER

  34. Model SPEAKING • S) Setting including the time and place, physical & psychological aspects of the situation; • P) participant identityincludingpersonalcharacteristicssuch as age and sex, social status, relationshipwitheachother; • (E) ends including the purpose of the eventitself as well as the individual goals of the participants; • (A) act, sequence or how speech acts are organizedwithin a speech event and what topic/s are addressed; • (K) key or the tone and manner in whichsomethingissaid or written; • (I) instrumentalities or the linguistic code i.e. language, dialect, variety and channel i.e. speech or writing; • (N) norm or the standard socio-cultural rules of interaction and interpretation; and • (G) genre or type of eventsuch as lecture, poem, letter. (Hymes, quoted by Farah, 1998: 126)  Jean-Jacques RICHER

  35. « A particularfunction (scientific, technical, commentarial, business, everyday) and the particular conditions of speech communication specific for eachspheregiverise to particular genres, thatis, certain relatively stable thematic, compositional, and stylistic types of utterances ». Bakhtin,( 1986 : 64) Speech Genres and OtherLateEssays M. M. BAKHTIN Translated by Vern W. McGeeEdited by Caryl Emerson and Michael Holquist, Press of University of Texas. Jean-Jacques RICHER

  36. Swales, J.M., 1990, Genre analysis, Cambridge, Cambridge University Press. • Bhatia, V.K, 1993, Analysing Genre : language Use in Professional Settings, Londres, Longman. • Adam, J.M., 1999, Linguistique textuelle, Paris, Nathan. • Maingueneau, D., 2004, « Retour sur une catégorie : le genre », in Adam, J.M.; GRIZE, J.B., BOUACHA, M.A., Textes et discours : catégories pour l’analyse, Dijon, Editions Universitaires de Dijon. Jean-Jacques RICHER

  37. task = speech event(defined "as real-life activity ») speech event = speech genre task = speech genre. Jean-Jacques RICHER

  38. 5- LSP, Tasks and Speech Genre

  39. « The transgression of the rites or the codes by the foreignerwhichis not supposed to know them, maybeseen acceptable, evennatural."’ Frame, (2013 : 72). Jean-Jacques RICHER

  40. " established genres of mode 1 : genres which are not or littlesubject to variation. The participants conformstrictly to theirconstraints : commercial mail, phone book, administrative index(forms) notarial acts, exchanges betweenaircrafts and control tower. They are characterized by formulae and compositionnalpre-establishedschemas on which a strong control isapplied […]. » Maingueneau, (2004 : 112). Jean-Jacques RICHER

  41. « itisthrough genres thatprofessional objectives are achieved , and itisthroughsharedgenericknowledgethatprofessionalsolidarityismaintained »  Bhatia, (2004 : 21). Jean-Jacques RICHER

  42. 6- Accounting for cultural issue in ESP through speech genres

  43. " linguistic, cultural and socio-historicentities » Beacco, (2004 : 109) Jean-Jacques RICHER

  44. « However, that’swhereitis a basic fact : there are cultural obstacles to the communication betweenspecialistsbelonging to diverse cultures, which are first and which a didactic intervention limited to the onlylinguistic aspects does not allow to remove. » Lehmann, (1993 : 9) Jean-Jacques RICHER

  45. « seasonal greetings are expressed in addition to salutation and personal greetings. Typically, the seasonal greeting appears in the introduction, preceded by the salutation, followed by personal greetings. » Connors, (1996 : 139). Jean-Jacques RICHER

  46. we use it (the term «’intercultural interaction competence’ (ICIC)) to refer to the competence not only to communicate (verbally and non verbally) and behaveeffectively and appropriatelywith people fromother cultural groups, but also to handle the psychologicaldemands and dynamicsoutcomesthatresultfromsuchinterchanges. » Spencer- Oatey & Franklin, (2009 : 51). Jean-Jacques RICHER

  47. « Generally, an agenda follows the following plan • "Approval of the minutes of the previous meeting; • Questions whichwereapproachedalreadyduringprevious meetings and for which the employer has to bringfurther information; • New questions; • Diverse questions." Jean-Jacques RICHER

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