DESIGNING TASKS FOR THE COMMUNICATIVE CLASSROOM DAVID NUNAN PDF

PDF | On Jan 1, , Peter Robinson and others published Review of DAVID NUNAN: Designing Tasks for the Communicative Classroom. Cambridge. : Designing Tasks for the Communicative Classroom (Cambridge Language Teaching Library) (): David Nunan: Books. DESIGNING TASKS FOR THE COMMUNICATIVE CLASSROOM. David Nunan. Cambridge: Cambridge University Press, Pp. x +

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We have also touched on the question of learner independence and the unpredictability of outcome in cassroom where the interpretation and intention of the learner may differ from that of the teacher. Would it be feasible or desirable to try and make your classroom tasks resemble more closely out-of-class communication?

Are the data authentic, or do you think they have been written in a way which is intended to make them look authentic? That’s a good idea. In other words, items mastered as part of a linguistic system must also be understood as part of a communicative system.

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But while this might seem to be a logical way of designing a curriculum, in practice it can be unnecessarily rigid: Schema theory is particularly significant for second language learners. Between andthe number of cattle was halved in some areas. Dialogues and role-plays These can be wholly scripted or wholly improvised, however Communivative learners are given some choice of what to say, and if there is a clear aim to be achieved nunab what they say in their role-plays, ddsigning may participate more willingly and learn more thoroughly than when they are told to simply repeat a given dialogue in pairs’.

What aspects of communicative language use do you think learners might practise classfoom carrying out these activities? The process is 15 Learning tasks thus a linear one which operates in one direction, with a feedback loop from evaluation to goals as the following diagram shows: HI Work in small groups and write four sentences about each of the cartoons.

Working out the money needed to buy a set of communicaive e. It will on occasion also require monitoring and problem-solving strategies, but these will not be the most prominent features, as they tend to be in the conventional model where the student produces, the teacher corrects, and the student tries again. She contrasts classroo, conventionally happens in the language class with what typically happens outside the classroom in relation to the content, reason, result, participants and means of communication.

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We shall see how these roles change as the focus of the activity changes, and we shall explore some of the classroom implications of role variability.

They argue that if we want learners to com- prehend aural and written texts in the real world, then the learners need opportunities for engaging in these real-world texts in class. In classroom drills and deslgning form- focused activities, control is usually very much with the teacher, while in simulations, role plays and the like, the learner has much more control.

Principles for the development of a teaching strategy – how it is to be learned and taught. Speakers have a social or personal reason to speak. For example, the interview could be re-recorded at a slower pace, the teacher might replay it several times, and the students might be given tne in the form of three or four clues or suggestions rather than having to come up with the correct answer unaided.

Principles on which to study and evaluate the progress of students. The result is of intrinsic interest or value to the participants.

For those language programmes whose goals classtoom to the development of academic skills, or which are preparing learners for further study, it has been suggested that texts can be taken from subject areas in the junan curriculum Widdowson and activities adapted from relevant academic disciplines.

We take further the notion, introduced in Chapter 1, that tasks form a useful point of entry into the study of the curriculum. Are there any activities which might be adapted or modified to turn them into one- and two-way tasks? They go on to state that: In some cases a complex task involving a range of activities might be simultaneously moving learners towards several goals.

If you are a seller for this product, would you like to suggest updates through seller support? Identifying factual inconsistencies in given narrative or descriptive accounts.

We do not simply take language in like a tape-recorder, but interpret what we hear according to our purpose in listening and our background knowledge. Clasdroom first has been noted in classroom-centred research directed towards the question: Thus, it should be useful to teachers of children as well as of adults, to foreign as well as second language teachers, and to teachers of ESP English for Specific Purposes as well as of general purpose English.

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Goal Type Example Communicative — establish and maintain interpersonal desugning, and through this to exchange information, ideas, opinions, attitudes, and feelings, and to get things done Socio-cultural – have some understanding of the everyday life patterns of their contemporary age group in the target language speech community.

Commuincative elephant is such a big animal that it won’t fit in a van. In his analysis of listening comprehension, Richards a distin- guishes between conversational listening listening to casual speech and academic listening listening to lectures and other academic presen- tations.

Designing Tasks for the Communicative Classroom – David Nunan – Google Books

Jim’s the most intelligent. This is called the ‘plant the garden’ task. Rather than seeing these lists as relating to conversational and academic listening respectively, I would prefer to suggest that the first list contains a set of enabling microskills which learners might employ in any listening task regardless of whether it is a conversational or academic task.

However, it is unusual for real-world tasks not to be modified or adapted in some way when they are brought into the classroom.

What is said is potentially interesting or useful to the participants. We saw in Section 2.

You should work on your own. Rivers and Temperley list nknan range of purposes for reading in a second language. Developing Reading Skills, pp. The mental structures which store our knowledge are called schemata, and the theory of comprehension based on schemata is called schema theory.

If there is time, change roles that is, the interviewer should now be interviewed. More recently, it has been suggested that at the very minimum a curriculum should offer the following: A role for instruction in second language acquisition: College Composition and Communication, 31,4. By ‘academic’ listening Richards means listening to lectures in an academic context, not an English language learning context. This has te resulted lcassroom contradictory messages to the teaching profession which, in turn, has led to confusion.