This paper deals with the question, if Webquests do help to improve the Communicative Language Learning Process and Taskbased-Language-Learning in general?
Even though research confirms, language learning or rather task-based language learning is part of the communicative approach to language learning, there is still frequently believed in approaches that regard language learning as a linear process.
Within the scope of such linear processes in terms of language learning, several language items are meant to be put together. In contrast to this approach, task-based approaches recognize language learning as imponderable or rather hardly predictable.
Table of contents
1 Introduction
2 Task-based Language Learning and Teaching
2.1 Key Features
2.2 Characteristics and Definition of Task
2.3 The TBLL Framework - A Practical Approach
3 The Webquest - A Way to support Communicative Language Learning
4 Conclusion
5 Bibliography
5.1 Literature
5.2 Internet
1. Introduction
Even though research confirms, language learning or rather task-based language learning is part of the communicative approach to language learning, there is still frequently believed in approaches that regard language learning as a linear process. Within the scope of such linear processes in terms of language learning, several language items are meant to be put together. In contrast to this approach, task-based approaches recognize language learning as imponderable or rather hardly predictable. Consequently task-based language learning approaches focus especially on meaningful tasks to promote learning, interaction and communication. (cf. Müller-Hartmann & Schocker van Ditfurth, 2011: 39)
Communicative language teaching methods contain several approaches. On the one hand there is the so-called “PPP- teaching method, which includes three different stages. Firstly there is the “present-stage” where teachers introduce to the language to be taught. In order to create as authentic and realistic situations as possible, dialogs, pictures etc. are used. Within this very teacher orientated phase, error correction is necessarily required.
Moreover there is the “practice-stage”. Within this phase the students practice the language by using accurate reproduction techniques. This stage is predominantly used for getting the students into more communicative practice and creating familiarity with the new language. It can be said, this stage is more learner-centered, even if the teacher still directs and corrects. Within the scope of the third stage, the students finally use the just learnt language by “producing” own sentences. This can be realized in oral or written forms. Here the language learners can rather be seen as independent users than as students of the language. The teacher does no more correct or intervene unless students do not especially ask for.
To sum it all up, the PPP- teaching method is especially used for introducing the students to specific language forms, new grammatical structures or the realization of particular functions or notions, for instance. Subsequently it is an appropriate communicative way to acquire the new language.
On the other hand, the principle criticism in terms of the “PPP-teaching method” is that students can hardly keep the learnt and mastered issue in mind outside of an individual lesson. Furthermore, language is stripped away while presenting a target to students. This circumstance not rarely withholds students comprehensible input. Moreover it can be said, no real communication takes place in classroom. The “PPP-approach” is a relatively teacher- orientated method and the students influence is narrowly limited. There is less time and space for acknowledging the students own ideas. This fact also entails that authentic “everyday-life-situations” and “real-world-connections” are denied. Subsequently learners hardly understand why specific learning content needs to be acquired and how to make use
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of the learning content in real authentic communication (cf. Le Roy, Stefanie. “TBLL: Webquests.” Task-based Language Learning and Teaching. Slab PH Weingarten, Weingarten. 18 April 2016. Lecture).
Moreover, as Jane Willis has shown, students especially fail to use grammar properly when they are asked to express themselves freely and when they are paying extra attention to form. In contrast, it seldom occurs when the students focus more on communication and meaning. Last but not least, the knowledge of grammatical structures does not guarantee that at the same time these rules are used properly in communication. (cf. Nunan, 1999)
Concerning these critical aspects, more communicative teaching methods or rather approaches are necessarily required in classroom. Such an approach is the so-called taskbased language learning and teaching method (TBLL). In terms of CALL (Computer Assisted Language Learning), this term paper will especially be focusing on Webquests in order to support and aid in second language learning.
2. Task-based Language Learning and Teaching
2.1 Key Features
As already mentioned, task-based approaches include focusing on “ activities in which language is used for carrying out meaningful tasks to promote learning ” (Richards/Rodgers 2001: 161 in Müller-Hartmann & Schocker van Ditfurth, 2011: 39). That is to say that in terms of the teaching content, the task-based approach focuses on authentic language. Therefore tasks serve as aid in organizing interaction in the target language. Appropriate tasks include “everyday life-challenges - and situations such as planning and organizing a trip and communicating with a travel agency, going to the supermarket and ask for respective food and prices or talking and visiting the doctor, for instance (cf. Le Roy, Stefanie. “TBLL: Webquests.” Task-based Language Learning and Teaching. Slab PH Weingarten, Weingarten. 18 April 2016. Lecture). Therefore the communication content and the language need to be prepared properly before the collected information is presented in classroom. A perfect example for this is the so-called Airport Project, which has been designed by Legutke and Thiel in 1983. Within this context, 6th - graders are asked to interview people at the airport in Frankfurt. This project can be put into practice in order to prepare students for real life interviews with international guests. Therefore the project is organized in the planning or preparation stage, in which students are introduced to possible situations, the execution stage, in which the interviews are conducted at the airport and finally the evaluation stage, in
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which the students are given the chance to discuss their own performance or present it to the whole class.
Concerning the challenges and tasks of TBLL, it is definitely helpful to include students’ interests in order to enhance their language learning and to ensure that the learning content is better retained.
Moreover, TBLL is also especially suitable for developing intercultural communicative competence as it includes working with respective authentic meaningful tasks (cf. MüllerHartmann & Schocker van Ditfurth, 2011: 40). Referring to this, it can be said that based on my own experiences, students generally retain cultural or rather intercultural communicative learning content relatively easy, as tasks can be referred directly to human beings and society. As it can be observed in classroom, within this context, students are especially interested in social, cultural but also geographical aspects. Moreover it can be assumed that interest directly leads to positive emotions. Within this context, research has shown, positive emotions facilitate the process of remembering specific positive “memory-content” (cf. Edlinger & Hascher, 2008: 56). Related to this research has shown, the more relaxed and comfortable learners feel, the better language acquisition succeeds. In this case one speaks of Krashen’s so-called “affective filter” (cf. Müller-Hartmann & Schocker van Ditfurth, 2011: 30). The implication is that if there is positive emotion while learning, the whole learning process automatically and more or less unconsciously is assessed as something positive. In consequence learning motivation is increased and language learning is facilitated.
Furthermore TBLL “also favours learner-centeredness since learners have a means of designing their own contributions in the classroom to a much larger extent [...] and becoming more autonomous in the process” (Müller-Hartmann & Schocker van Ditfurth, 2011: 40). This might also lead to great interest, positive emotions and finally to increased learning motivation among the students.
With respect to this, the accuracy of prescribed language forms does not play the principle role. It is more the case that assessment is predominantly constructed on task outcome (cf. Le Roy, Stefanie. “TBLL: Webquests.” Task-based Language Learning and Teaching. Slab PH Weingarten, Weingarten. 18 April 2016. Lecture).
When students have got the opportunity to speak and communicate freely while using their acquired language knowledge within authentic “everyday-life-communication”, they might also rather recognize the reason for learning a second language. Furthermore learners gain confidence by trying out the language they know. At the same time they become more spontaneous speakers while trying out several communication strategies and in general produce natural language instead of just restrictive “one-off sentences” (cf. Willis, 1996: 35 - 36 in Müller-Hartmann & Schocker van Ditfurth, 2011: 41). In return once more interest, positive emotions and increased learning motivation will occur. Thus, finally it can be said the second language acquisition is enhanced. Within the scope of the task-based language learning approach, students are asked to use the language they have available to them and especially learn to take risks by using language creatively (cf. Le Roy, Stefanie. “TBLL: Webquests.” Task-based Language Learning and Teaching. Slab PH Weingarten, Weingarten. 18 April 2016. Lecture). Nevertheless using and acquiring grammatical regularities cannot be renounced. Unquestionably there is huge benefit from grammar knowledge and focusing on linguistic forms in terms of building and structuring proper sentences especially in terms of advanced and more discriminated communication. Within the scope of the already mentioned Airport Project for instance, learners must be able to produce linguistically correct questions in order to be understood by native speakers. Moreover they need to get the clue of meaning within deeper conversations (cf. MüllerHartmann & Schocker van Ditfurth, 2011: 40 f.). According to the Common European Framework, a changing balance between focusing on meaning and form, fluency and accuracy needs to be established. Tasks need to be selected and sequenced respectively so that both task performance and language learning progress can be facilitated (cf. Council of Europe 2001: 159 in Müller-Hartmann & Schocker van Ditfurth, 2011: 40).
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