Thinking in English: task support with graphics and varied processing

1. Thinking in English:task support with graphics and varied processing Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ lawrie_hunter@kochi-tech.ac.jp

2. HunterThinking in English:task support with graphics and varied processing Rod Ellis’ TBL module approach to syllabus design Communicative module -unfocused tasks Code-based module - P-P-P* - focused tasks Beginner Intermediate Advanced Ellis, R. (2003) Task-based language learning and teaching. Oxford University Press. p. 237 * present-practice-produce

3. HunterThinking in English:task support with graphics and varied processing Hunter’sauthentic task approach to syllabus design for false beginners Communicative module -unfocused tasks Code-based module - I-U-AT-E* - focused tasks Beginner Intermediate Advanced Greene, D.& Hunter, L. (2001) Critical thinking: language skills for clear communication. Tokyo: Asahi Press. p. vii * input - usage - authentic task - expression

4. HunterThinking in English:task support with graphics and varied processing Hunter’s authentic task approach to syllabus design for false beginners The learning process used in this book Each of the 6 units in this book follows the same teaching/learning pattern: INPUT: the learners are exposed to the target vocabulary and phrases required for expression of the ideas which are basic to the genre in the unit. For input, the learners listen to explanations of the genre by the teacher, practice speaking and listening to sentences from the genre, and read various explanations of the genres language and language structure USAGE PRACTICE: in each unit there are a succession of activities and tasks which allow the learner to practice using the language required for the genre. It is important to emphasize to the learners that the activities and exercises are necessary to prepare the students for the final large task at the end of each unit. The activities and tasks may be performed in several different modes: for example, as in-class activities (individual or group) or as written homework. This flexibility is important for the teacher, allowing for a variety of timings and paces. AUTHENTIC TASK: the tasks at the end of the units are designed to be non-linguistic tasks, based in the real world. In some chapters the learners are asked to arrange information in certain structures; in other chapters the learners are asked to solve real-world type problems. These tasks may be done individually or in groups of 2, 3 or 4 learners. EXPRESSION: the language aspect of the authentic tasks lies in the expression of the product of the task. In this book the tasks are written tasks, but they may also be done as pair or group presentations. The presentation approach is explained in detail in the teacher's guide. Critical Thinking Asahi Press 2001

5. HunterThinking in English:task support with graphics and varied processing Authentic task approach at KUT The learning process used in this book Each of the 6 units in this book follows the same teaching/learning pattern: Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

6. HunterThinking in English:task support with graphics and varied processing Systemic Functional Linguistics SFL talks about these genres: • Narrative: construct a pattern of events • Procedure: tell how to do something • Information report: present information • Explanation: tell how and why things occur • Exposition: argue a case • Discussion: look at sides of an issue

7. HunterThinking in English:task support with graphics and varied processing Hunter’s genres At KUT, I have built my curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre KUT’s genres reflect information types (Mohan's (1986) knowledge structures) rather than speech act types such as SFL's text types. This allows us to use Hunter's information mapping as the graphic embodiment of what we are hearing/saying/reading/writing.

8. HunterThinking in English:task support with graphics and varied processing Hunter’s genres Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters Thinking in English KUT Press 2004 A mapping workbook, companion to CT 6 units (6 genres) Extends CT to 4 quarters

9. HunterThinking in English:task support with graphics and varied processing Task types Cognitive classification (Prabhu, 1987): Information gap Reasoning gap Opinion gap General framework (Ellis, 2003): Input Conditions Processes (cognitive vs. discourse) Outcomes Rhetorical classification: Discourse domains Genres (Swales)

10. HunterThinking in English:task support with graphics and varied processing Task types Processes (cognitive vs. discourse) 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

11. HunterThinking in English:task support with graphics and varied processing Task types Task creation heuristic 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 OUTPUT TASKS Pointing Moving Making a noise Speaking Drawing Writing Making INPUT TASKS Listening Looking Watching Reading a symbol Reading text Feeling Smelling Tasting By carefully monitoring the modes of task input and output, the designer can lead the learner to a wide variety of cognitive activities (here "processing").

12. HunterThinking in English:task support with graphics and varied processing < good Hunter’s infomaps Hunter’s infomaps stem from Mohan's (1986) knowledge structures

13. Hunter’s infomaps HunterThinking in English:task support with graphics and varied processing Classification Description Degree comparison Attribute comparison < big Contrast ! Sequence hunter systems

14. HunterThinking in English:task support with graphics and varied processing Hunter’s infomaps Learner tasks with info mapping writing from maps summarizing mapping text controlling navigation hunter systems

15. HunterThinking in English:task support with graphics and varied 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 “Processing” heuristic Information processing Recognize symbols Identify a pattern Identify a problem Select a transformation Select a technique Apply a technique Evaluate results

16. HunterThinking in English:task support with graphics and varied processing hunter’s tools GENRES REGISTERS MOVES Hunter’s REGISTERS The registers of the technical world. • Casual technical • used in discussion of technical matters with engineer peers • Informal academic (used in presentations) • Formal academic (used in research papers and theses) The registers of the non-technical world • Casual • Informal • Formal

17. HunterThinking in English:task support with graphics and varied processing hunter’s tools GENRES REGISTERS MOVES In Hunter's graduate technical writing course, MOVES include: • Attributing (a statement to a source, including other researcher, common knowledge...). • Identifying an example/archetype. • Generalizing • Summarizing • Reporting • Inferring • Claiming • Demonstrating • Establishing • Proving • Deducing • Predicting • Concluding