Blending Tasks, Motivation and Ownership of Text

1. Blending Tasks, Motivation and Ownership of Text Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ lawrie_hunter@kochi-tech.ac.jp

2. Practicing pronunciation: a waste of time? It is better toexperience the truth of something thanto be told of the truth of something.

3. Lawrie Rollie

5. You only own an utterance if you use it in your life. How’s your friend Rollie, Lawrie? Oh, he’s still rolling, Bob.

6. Claim: ownership of an utterance intensifies pronunciation work.

7. Claim: ownership of an utterance intensifies pronunciation work. Case in point: teaching blending to KUT second year students.

8. 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

9. 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

10. 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

11. 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

12. 4. Expression: solving a problem and presenting the solution in English. Solve a real-world problem. E.g. who killed Mr. Tanaka?

13. 4. Expression: solving a problem and presenting the solution in English. Solve a real-world problem. E.g. who killed Mr. Tanaka? Plan a presentation of the solution.

14. 4. Expression: solving a problem and presenting the solution in English. Solve a real-world problem. E.g. who killed Mr. Tanaka? Plan a presentation of the solution. Write a script for the presentation. -scaffolding -teacher editing -teacher oral input for enhancements

15. 4. Expression: solving a problem and presenting the solution in English. Solve a real-world problem. E.g. who killed Mr. Tanaka? Plan a presentation of the solution. Write a script for the presentation. -scaffolding -teacher editing -teacher oral input for enhancements Rehearse the presentation -confirm pronunciations -mark blending in text

16. Marking blending:

17. Marking blending:

18. Marking blending: Unmark exceptions to the rule: 1. initial vowels after a punctuation mark (ask Ss why) 2. Initial o’s in words like ‘one.’ Don’t unmark: 1. Initial vowels after terminal vowels (ask Ss why not)

19. Claim: ownership of an utterance intensifies pronunciation work.

20. Claim: ownership of an utterance intensifies pronunciation work. Blending work is visibly more intense in owned text scenarios.

21. Claim: ownership of an utterance intensifies pronunciation work. Blending work is visibly more intense in owned text scenarios. How can we investigate this claim?

22. Claim: ownership of an utterance intensifies pronunciation work. Blending work is visibly more intense in owned text scenarios. How can we investigate this claim? How can we increase the frequency of text ownership?

23. Thanks for listening.