1. Write '√' next to the correct statement(s) about language. Then justify the correct statement(s) and correct the wrong one(s). (word limit: 100) [15 marks] a. Language is unique to humankind. (√) - Justification: Only humans have complex language systems that use syntax and semantics to communicate abstract concepts. b. Language always has native speak - Correction: Not all languages have native speakers; for example, constructed languages or extinct languages may not have native speakers.ers. (X) c. Language enables people to communicate their ideas. (√) - Justification: Language is a tool for communication, allowing people to express thoughts and ideas. d. People use language to express any kind of idea. (X) - Correction: Language can be used to express many ideas, but there are often limitations due to vocabulary and cultural constraints. e. Language is inseparable from speech. (X) - Correction: Language can be conveyed through writing, sign language, and other non-verbal means.
2. For statements a, b, & c, write '√' in the correct box. [15 marks] a. Activities can be designed to focus more on accuracy than fluency. - ESL Students [√] - EFL Students [ ] - Justification: Both ESL and EFL students benefit from accuracy-focused activities to develop correct language usage. b. Activities should provide a greater focus for interaction in the target language. - ESL Students [ ] - EFL Students [√] - Justification: Interaction in the target language helps in practical usage and immersion for both groups. c. Activities should make it unnecessary for learners to resort to their L1. - ESL Students [√ ] - EFL Students [X] - Justification: EFL students may need more support and might resort to L1 more often than ESL students who are in an environment where the target language is used more frequently.
3. Explain the criteria on which sentence 2a. above is based. Then compare/contrast it with the opposite principle you have selected (word limit: 150 words). [15 marks]
Sentence 2a states that activities can be designed to focus more on accuracy than fluency. This criterion is based on the idea that learners need a strong foundation in the correct use of language to communicate effectively. Accuracy-focused activities help students master the correct forms and structures of the language, which is essential for clear and accurate communication. - In contrast, fluency-focused activities prioritize the flow and ease of communication, sometimes at the expense of accuracy. While fluency is important, a balance is necessary to ensure that students do not develop bad habits or incorrect language usage.
4. Which of the following is/are true? Justify the false ones(s). (word limit: 100 words) [20 marks] ,a.Topics allow a one-to-one relationship between teaching and learning a language. False *Justification:* Language teaching and learning are complex processes that cannot be reduced to a simple one-to-one relationship. Effective language acquisition involves various factors, including context, interaction, cultural nuances, and individual learner differences. A one-to-one relationship oversimplifies this multifaceted process and does not account for the need for contextualized and meaningful communication practice. b. "Contextos de la vida real," as presented in the Diseño Curricular para la Educación Primaria, are a good source from which to select topics for the integration of linguistic input and skills development. True *Justification:* Real-life contexts provide relevant and practical situations for language use, which can enhance engagement and motivation. These contexts help learners see the immediate application of language skills in everyday life, thereby facilitating better retention and integration of linguistic input. The Diseño Curricular para la Educación Primaria likely incorporates these authentic contexts to align with the natural use of language outside the classroom. c. Topics often involve the listing of language content under headings (grammar, language functions, lexical items, etc). False *Justification:* Effective language instruction integrates these elements into meaningful contexts rather than presenting them in isolation. Listing language content under separate headings may lead to fragmented learning, where students struggle to see how these elements interact in real communication. Integrated and context-based approaches are more effective for developing a comprehensive understanding of language use.
5. Which of the following is/are true? Justify the wrong statements. [15 marks] Task-based teaching is an approach in which... a. the language to be learnt generates the task. FALSE (Justification: In task-based teaching, it is not the language that generates the task, but rather the task that creates the need to use the language. Tasks are designed so that students use language in practical and contextual ways, promoting language learning through the completion of specific and meaningful activities.) b. the task always reflects real-world activities. FALSE (Justification: While one of the goals of task-based teaching is to provide activities that are as realistic and meaningful as possible, not all tasks have to reflect real-world activities. Some tasks can be fictional or simulated to meet specific pedagogical objectives, but they remain meaningful in the learning context.) c. learning revolves around completing meaningful task. TRUE (Justification: This statement is true. Task-based teaching focuses on students learning through the completion of meaningful tasks that require the use of language. The emphasis is on the process of performing the task, which promotes active learning and practical use of the language.) d. language aspects are not considered important. FALSE (Justification: This statement is false. In task-based teaching, language aspects (such as grammar, vocabulary, and pronunciation) are important but are addressed in the context of completing the task. Although the main focus is on using language to perform meaningful tasks, formal aspects of language are also taught and practiced, either implicitly during the task or explicitly in support and feedback phases.)
6. Following the literature on TBLT given so far in the course (Ellis, 2016; 2012; Sheen, 2002; Nunan, 2004) explain in your own words what aspects and procedures allow the following lesson to be considered a task-based lesson. (word limit: 200) [20 marks] While the students are settling in, the teacher introduces the task: students will have to plan an itinerary for a guest who is coming to stay with their teacher. They first review and/or learn some vocabulary related to city places and leisure activities. They then ask their teacher questions about her guest to find out about their likes, preferences, and other activities they have planned in advance. Based on this information, they research places to visit in the area, things to do, and timetables. After that, they gather in groups and plan their itinerary, while the teacher monitors them and takes down some notes. Finally, each group presents a written itinerary and a short guide. Once the task has been completed, teacher and students discuss some of the linguistic aspects that have been important. - This lesson can be considered task-based because it incorporates key aspects and procedures aligned with Task-Based Language Teaching (TBLT) as outlined by Ellis, Sheen, and Nunan. 1. Real-world Relevance: The task of planning an itinerary is a practical, real-world activity that students may encounter outside the classroom, making the task meaningful and engaging. 2. Focus on Meaning: The primary goal is to complete the task, which involves meaningful communication as students ask questions to gather information about the guest's preferences and research relevant local activities. 3. Learner-centered: Students actively participate and take charge of their learning by engaging in research, group discussions, and decision-making, promoting autonomy and collaborative learning. 4. Pre-task Preparation: Before starting the task, students review or learn necessary vocabulary related to city places and leisure activities. This prepares them linguistically for the task, ensuring they have the tools needed to communicate effectively. 5. Interaction and Negotiation: By asking their teacher questions and discussing within their groups, students practice negotiating meaning and using language interactively, which are crucial aspects of TBLT. 6. Teacher's Role: The teacher acts as a facilitator, monitoring the students’ progress, and providing support as needed. The teacher also notes linguistic issues to address later. 7. Post-task Feedback: After the task, there is a focus on linguistic aspects, which allows for reflection and correction, helping students to notice and learn from their language use during the task.
These procedures ensure the lesson aligns with the principles of TBLT, fostering language acquisition through meaningful and purposeful use of language.
