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  • Parrott - Tasks For Language Teachers

    Transféré par

    Phairouse Abdul Salam
    623 vues6 pages
    DELTA M3

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    Parrott_Tasks for Language Teachers

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    DELTA M3

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    © All Rights Reserved
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    623 vues6 pages

    Parrott - Tasks For Language Teachers

    Transféré par

    Phairouse Abdul Salam
    DELTA M3

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 6
    bie byte pda fhe Ue of Cambie The Pi Bing Tupi Sry Cambs C2 TRP als for lngugeteachrs uc book for ining a ISBN 0521 416485 hadack Hee Tn or Langs Tbr otis ean ‘wrt Cambie Uniesty Pre for pein Contents Liss of Tass in Pact Thanks, Acksowledgements Introduction Part A For the trainer 1 Using the Tasks 3. Devising and evaluating Tasks ytB_ Tasks and accompanying notes 4 The leamers 5) Theteacher & Panning 7 Teaching Developing skis Teaching Developing linguistic competence tC Resources bank Section 1 Compositions wricen by learners of English Section 2 Schemes of wor and lson plans Section 3 Extracts fom published materiale Bibliography ua 503 38 1 Using the Tasks rea tnd ais chapter and to begin each seston by agreeing on inv be sacl y well at on 8 proedare and 3 provoal sMocaton of tine forthe Tas 2 Carrying out sma in the classroom 2.1 Introduction Each ofthe chapter in Part B includes atleast one Cascoom based “Task, and it is the aim of this chaper to provide a general intodton torte topi, and to offer some practical advice inthe oom a hints sd ‘warnings, There is considerable lieratue which dels with lseroon Based research and any reader ating to explte the aren further wl find she following of particular interest [Nanan,D. (1988), Understanding Language Classrooms, Prentice Hall eat, C. 8 Michell, R- (1989), ELT Documents 133 The Language {Classroom asa Focus for Research, Modern English Publications assocation with the Betsh Coun Allwright, RS Bally, K. (1991), Focus om the Language Classroom, ‘Cambridge Univesity Pes. 2.2 Research ‘a too! in toacher training “The Discusion Tass in this book sim to help participants to expand thei awareness of factors which afer thei students” leseningy. and which afece choies made about the organisation of activity in the Slassroom and the use of techniques and materials, They aim to Encourage an atitude of ongoing exploration and enquiry “The Classroom based Tasks ae intended to complement these. They provide a systematic framework in which ro carey out this "exploration fod enquiry They aim 0 provide participants with means of bain data about the extent t which cerein des about teaching aa leaaing 'appeat wo be contirmed (or atherwite in he particular circumstances in which they work. They also im to develop in parcipants 4 general wrilingnes to question and explore asumptions, and 0 use the lass Foom asa basis fr esting these out “The Classroom-based Tasks suggest patculae areas for enquiry, but itis inended that teachers develop the practice of using 2 sie ‘methodology eo enquire into areas which their experience or reading tay have led them to wonder about, and to use the results of hi 7 2 Garryng out small-seale research inthe classroom exit op home th andaptons an 0 iu nda so ure weer ces ac ofred points of ew which appeaTunaceprable to them. Ins Manes ere my bes cempenon to dant te plato ew (It SToutdet work with a claws of fy? or “My lds would aver Be reputed od hat non of everyone ce) In suc ese, sal Sea research project may help teacher co dscover te eatnt co which ‘isp of ew really iors not acceptable’ nthe porter cecum Stanes is which they work, One lf the procasey of teacher ‘Eyeopment or raining which this book espoute, thes, s oe of tection“ action “> reflection action, ees in which esearch tasks rode the primar ool oration “Te very term researc’ ean somtimes seer daunting, conjuring up visions of years of devising fest and surveys and farther yea af avically malig dts, While gece eactch projec of hs Kin have thei plas the ww of search whi is presated in his book sft ore modes The sea ofthe veench poets sugested bere delicratly mall The rests ofthese props re notin any Wey sumed to be dettve, But should pnealy be repre a ooo and entative,vo be subjeed to ongowng testing and evaluation, The ‘ie assumption that even provistnal snd temte eroences eter than unsupported “hance or no evidence a al. The Cusroom-based Take provide taster’ for research. I is beyond the ams and scope ofthis book ro nodaceparpans vo the complesites of extensive research methodology. Paripants who find paruclar interes and enjoyment carrying ou these Classroom based Tasks, and who woul keto deve he sk hi lds may be motivate ro atend an academic coune which dels wth reseacch mote censiely snd sytem 2.3. Research techniques There ate many models and techniques of classroom-based research (comprehensively sessed and llseted in Noman, 1989). The Tasks in this book, however, requie only small number of cies fo be ‘ed, and the following it outlines sre ofthe fearures both ofthese techniques and of other “simple” techniques which patcpents and trainers may wish co employ in extending these Tass oe in devising

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