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    Applied Linguistic - Dewi Peronika Silitonga

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    This document reports on a public lecture held by the English Department at Sam Ratulangi University on October 13, 2022 from 15:30-18:00 WITA. The lecture focused on task-based language teaching and student engagement, defining TBLT as organizing learning around real-world tasks. It also discussed dimensions of engagement, including cognitive, behavioral, emotional and social engagement, and identified indicators such as elaborative clauses and turn counts.

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    Applied Linguistic - Dewi Peronika Silitonga

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    Dewi Peronika
    18 views8 pages
    This document reports on a public lecture held by the English Department at Sam Ratulangi University on October 13, 2022 from 15:30-18:00 WITA. The lecture focused on task-based language teaching and student engagement, defining TBLT as organizing learning around real-world tasks. It also discussed dimensions of engagement, including cognitive, behavioral, emotional and social engagement, and identified indicators such as elaborative clauses and turn counts.

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    Applied Linguistic- Dewi Peronika Silitonga

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    This document reports on a public lecture held by the English Department at Sam Ratulangi University on October 13, 2022 from 15:30-18:00 WITA. The lecture focused on task-based language teaching and student engagement, defining TBLT as organizing learning around real-world tasks. It also discussed dimensions of engagement, including cognitive, behavioral, emotional and social engagement, and identified indicators such as elaborative clauses and turn counts.

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    © All Rights Reserved
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    18 views8 pages

    Applied Linguistic - Dewi Peronika Silitonga

    Uploaded by

    Dewi Peronika
    This document reports on a public lecture held by the English Department at Sam Ratulangi University on October 13, 2022 from 15:30-18:00 WITA. The lecture focused on task-based language teaching and student engagement, defining TBLT as organizing learning around real-world tasks. It also discussed dimensions of engagement, including cognitive, behavioral, emotional and social engagement, and identified indicators such as elaborative clauses and turn counts.

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    Name: Dewi Peronika Silitonga

    Nim: 210911020130
    Task: Report the Public Lecturer
    Lecturer: F. ARI ANGGRAINI SEBAYANG S.Pd.,M.A

    The Report

    This lecture is organized by English Department of Sam Ratulangi University at:

    Day/Date: Thursday, 13 October ,2022

    Time: 15.30- 18.00 WITA

    Place: Sam Ratulangi University‟s zoom meating and at Youtube

    Dean of Faculty of Humanities

    Maya Pinkan Warouw, S.S.M.Hum.,m.Ed,Ph.D

    Commitee Chair

    PROF. Golda J. Tulung,SS.,MA.,Ph.D.

    Speaker

    Bill Glenny Wullur, MAED.,Ph.D.

    Moderator

    Adriyani Marentek S.S,MA,Ph.D


     F. Ari Anggraini Sebayang S.Pd.,M.A

    Participant : 199 participant

    Course Material : Student Management in TLBT Lesson

    Teaching Antropolinguistics: Speech Performance

     Task based Language Teaching


     TBLT earning
     TBLT AND Engagement

     Multidimensional Engagement

     Language Related events

     Indicators of Engagement
    What is the Task- based Language Teaching (TBLT)

    Long (2015:6):*Task is the real-world activities people think of when planning,


    conducting, or recalling their day. that we can things like brushing their teeth , preparing
    breakfast, reading a newspaper, taking a child to school, responding to e-mail messages,
    making a sales call , attending a lecture or a business meeting, having lunch with a
    colleague from work , helping a child with homework, coaching a soccer team , watching a
    TV program . Some task are mundane, some complex. Some require language use, some
    do not; for others, it is optional.

    Example of task:

    Student A: Shopper
    Find out which items you can buy and tick them on your list.
    1. Orange
    2. Egg
    3. Flavor
    4. Powder Milk
    5. Biscuit
    6. Jus

    Student B: Store Clerk


    Note down any items your costumers ask for that you do not stock.
    1. Bread 7. Rice
    2. Salt 8. Sugar
    3. Apples 9. Curry Powder
    4. Tims of fish 10. Biscuits
    5. Coca- cola 11. Powdered milk
    6. Flour 12. Dread beans
    This is the daily interaction to communication between them and they will be picking up
    the peach.

    What is the Task – based Language Teaching ( TBLT)?

     Learning activities are organized around tasks instead of sequenced around language
    items (structural, functional, situational/ topical, lexical, etc.) (Long, 2015)
     Task were organized by their types and complexity 9 what personal resources are
    needed ) ( Robinson, 2011)

    TBLT: The four Characteristics of a task

     Gap
     Resources
     Outcome
     Focus of attention
     Different information
     Learner‟s own language
     Expected result at completion
     Mutual understanding/ meaning ( Lambert, 2020)
    Why TLBT?

    By doing task, learner could learn the structure of the language naturally and meaningfully
    (Long, 2016)
     Explicit knowledge vs. Implicit Knowledge
     Weak vs. strong interface theory
     Intentional Learning vs. Incidental Learning

    Explicit vs. implicit knowledge (N. Ellis, 1994)

     Rule based
     Loosely organized system
     Isolated aspects of knowledge
     Focus on accuracy
     Tacit, comprehensive and well organized knowledge
     Intuitively sense the right and wrong
     Automatization
     Focus on fluency

    Strong vs. weak interface position (Deceiver, 1995; Ellis, 2008)

    Explicit knowledge if diligent study about grammar, listening or reading to be implicit


    knowledge but if never learning about that it will weak and to be weak implicit knowledge.

    Incidental vs. Intentional Learning (Ellis, 2015)

     Unconscious, unintentional, unplanned- by product of learning activities


     Focus on the message
     Natural acquisition of language
     Implicit knowledge
     Conscious, structured, and loaned learning procedure.
     Focus on the structure.
     Structure or grammar- based learning.
     Explicit knowledge.

    What is the Task- based Language Teaching (TBLT)?

    Learners are engaged in a real life interaction relevant to their needs and encourage the
    development of real- life skills.
     Situational vs. Needs analysis

    Ultimate goal for TBLT: Student’s engagement

     Engagement creates an environment facilitative of second language acquisition.


    Without engagement, learning is limited.
     Task engagement enables some learners to progress faster in their second language
    teaching (Phil & Duchesne, 2016).
     It can provided “concrete effect on learners; behavior” (p.3). ( Lambert, Philip &
    Nakamura, 2016 )
    Engagement
     Previous construct of engagement ( Finn, 1989):
     Classroom attendance
     Stay in school and practice
     Academies time
     Performance
     Engagement = motivated behavior (Nakata, 2006), factional phase (Butler & Lee,
    2006), term effort (Taguchi et al., 2009), and „motivational currents‟ (Dornier, et al.
    2015).
    Engagement in ELT (Svalberg, 2009)
     Engagement= heightened attention toward the language
     Expressing ideas
     Willingness to initiate a conversation
     Facilitated by language- related episode( LRE) = verbal interaction where learners
    attend to the linguistics features
     Svalberg argues that LRE how learners pick up the language ( incidental learning )

    Engagement – recent development


     Engagement is thus context- based, and revealed by language output ( Svalberg,
    2009)
     Engagement should be based on action rather than motivation ( Sang & Hiver, 2021,
    Hiver et al, 2021)
     Engagement = “ a state of heightened attention and involvement”
     Multidimensional ( 4 dimensions ) which “ interdependently and mutually influence
    one another “ ( Phil& Duchesne 2016 )
     Engagement is dynamic and cloud be stipulated ( Hiver et al, 2021 )

    Engagement (Phil & Duchesne 2016)

    Dimensions

    1. Cognitive engagement Attention to activity , recommending to


    others

    2. Behavioral engagement Participation and effort

    3. Emotional engagement Interest and attachment to topics

    4. Social engagement Partners collaboration

    Indicator of engagement (Wulur, 2021)

     Elaborative clauses - CE
     Negotiation moves - CE
     Disagreement - CE
     Recasts – CE, SE
     Completing peer utterance – CE, SE
     Turn counts – BE
     Word counts – BE
     Time on task – BE,SE
     Back – channeling‟s – EE,SE
    Findings

    CE is best measured by elaborative clauses and


    negation moves. Recasts are used less often, and
    disagreement and completing peer utterances are
    rarely used.

    Cognitive Engagement The allow used of disagreements and peer utterances


    ( CE ) due to limited opportunity for speaking English.
    The local culture also discourages the use of frontal
    disagreement and completing peer utterances.

    Socio- emotional engagement is measured by pack –


    channeling
    Emotional Engagement ( EE )
    EE is perceived to be triggered by topic interest
    And topic familiarity

    Social Engagement ( SE ) Socio- emotional engagement is measured by recast


    and completing peer utterances, socio – behavioral
    by turns – counts, and socio- emotional by back –
    channeling.

    The rare used of completing peer utterances could be


    influenced by local culture which discourages
    interrupting the partner‟s speech.

    All- male pair‟s outperformed male – female and all


    female pairs in terms of recasts & turns counts.

    Participant responses suggest several factors that may


    influence the way a person engages in the
    conversation:
    1. The inhibition to less acquainted partner
    2. Partner‟s attention
    3. Their compatibility or chemistry
    4. The willingness to work together.

    Task engagement

    Multi-dimensional Engagement The learner perceived the task to be difficult, both in


    terms of meeting the task demand, and in using
    English to convey intentions.

    Thematic Findings

    1. Mental extension and motivation in task 1. 1 Persistence in completing the task


    completion 1.2 Motivation in doing the task

    Because since the first lesson we feel like learn something. There are many things that we
    did not know before, and then we learned it. Therefore, we gradually become more serious
    in doing the task, because we knew that we would learn something. Interview transcript
    no#3 Respondent #14 male
    I will not get bored when I am involved actively, particularly in doing task like this.
    Interview transcript no #2 Respondent # 6 male

    Thematic findings

    2. Effort and involvement in interaction 2.1 Grading your effort


    2.2 Involvement in Interaction

    Yeah, I give myself an 8 as well for effort, interview transcript # 4 male

    I rate my effort as 9.5 point, interview transcript no #1 Respondent # 5 female

    I will not get bored when I am involved actively, particularly in doing task like this.
    Interview transcript no #2 Respondent #6 male

    Yes, more I participate in this activity, interview transcript no #2 Respondent #10 male

    Thematic Finding

    3. Topic attachment and engagement 3.1 Interest to talk about the topics
    3.2 Familiarity with the topics

    It is easier to talk when you know the topic. And we can make long talk from the topic.
    Interview transcript no#2 Respondent #6 male

    Yeah. Definitely, I when make I like the topic. I will have something to talk about. So that
    we can see what is like living in other countries. Interview transcript no # 4 Respondent
    #18 male.

    I like to talk about delivery route, because it is interesting. We are challenged to give and
    receive direction and it is like real. Because we have to make choices whet ere to turn left
    or right, it allow us to think, and it is really challenging. Therefore we are interested to
    learn. Interview transcript no#3 Respondent #14

    Thematic Findings

    4. Engagement in working with a partner 1. 4.1 Acquaintance with the partner


    4.2 Partner‟s noticing and ignoring
    4.3 Encouragement and challenge from the
    partner
    4.4 Resolving differences with the partner

    It depends; I don‟t think it will be the same. Sometimes when we talk to partner of
    different gender, we feel shy. We cannot just talk about everything, especially when we did
    not know each other. Interview transcript no #3 Respondent #11 female.

    Yeah, the partner will definitely give influence on your work; however it is not about
    gender, but about the person. Interview transcript no #4 Respondent
    Thematic Findings

    5. Task difficulty 5.1 Difficulty in meeting the task demand


    5.2 Difficulty in using English to convey
    intentions

    Because my speaking is not so good. It is quite difficult for me to recognize what word
    should I use, and difficult to arrange it for talk. Interview transcript no #4 Respondent #16
    male.

    Well, something it is difficult to understand what my partner is talking about, especially


    because I think I am bad at listening. This is my weakness. Interview transcript no #4
    Respondent #17 female

    Conclusion.
     The need of a method to encourage learners to speak and interact meaningfully and
    contextually in English with their peers
     The focus toward learner‟s engagement which in turn facilitates learning.
     Engagement can be observed in their classroom students‟ activities
     TBLT encourage students to speak and challenge their to perform their best.

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