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Fundamentos Resumen

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Fundamentos Resumen

Uploaded by

barbypuchetta
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Fundamentos Review

 In curriculum design, several components must be considered to


create an effective language learning program. The syllabus
design focuses on determining the content to be taught, while the
methodology centers around the classroom techniques and
procedures used to engage students. Additionally, evaluation
focuses on assessing the learning outcomes to ensure that
students are meeting the desired goals.To develop a robust
curriculum, we must address several defining questions. Firstly, we
need to ask, “What content should we teach, and in what order?”
This involves considering the justification for the content sequence
and its relevance to learners. Secondly, we must decide on the
exercises, tasks, and activities that will be implemented in the
classroom and determine the best ways to integrate them. Finally,
we should evaluate our program by asking, “How well have our
students performed, and to what extent has the program met their
needs?”
 Task-Based Pedagogy (TBP) – Ellis.
Ellis proposes that Task-Based Pedagogy (TBP) should meet certain
criteria to foster effective language learning. According to Ellis:
1. The first criteria emphasizes that tasks should require learners
to produce and understand communicative messages. Importantly,
the goal is not perfection in language use but rather the ability to
communicate effectively.
2. The second criteria introduces the concept of a gap, which plays
a crucial role in task design. There are different types of gaps that
can drive communication:
1. An information gap, where one person holds information
that the other person needs.
2. An opinion gap, where individuals are encouraged to share
differing views.
3. A reasoning gap, where learners are not necessarily
required to reach a consensus or agree on a particular point
but can still communicate effectively.
 The third criteria suggests that language learners
should be encouraged to use their own resources
during communication. This includes both linguistic
resources (such as vocabulary and grammar) and non-
linguistic resources (like drawings or gestures) to
express meaning.
 The fourth criteria specifies that tasks should lead to a
communicative outcome rather than merely focusing
on language display. This ensures that learners use
language for practical purposes and achieve
meaningful communication.
 Activity vs. Task
In language pedagogy, it is essential to distinguish
between an activity and a task:
1. An activity typically focuses on the form of
language. Here, the language use is guided by
the teacher, with exercises designed in sequence
to scaffold learning. These activities are often
decontextualized, meaning they lack real-life
application, and are usually brief.
2. In contrast, a task is meaning-focused. It allows
for the free use of language, encouraging
students to draw on whatever English they can
recall to communicate effectively. Tasks are
contextualized, making them relevant to real
situations and emphasizing coherence and utility
in language use.
 Classifying Tasks Based on Gap Types:
Tasks can also be classified based on the type of gap they address:
1. Information Gap: Tasks that require exchanging
information that one person has but the other does not.
2. Opinion Gap: Activities that invite participants to share and
discuss different perspectives.
3. Reasoning Gap: Tasks where learners reason or debate but
are not obligated to reach an agreement.
According to Prabhu and Willis, these tasks can take various forms,
such as listing, ordering, problem-solving, sharing, or engaging in
creative tasks. Furthermore, it is essential to adjust the difficulty
level of tasks based on learners’ demands and gradually increase
complexity to foster deeper engagement.
Tasks can also be divided into enabling tasks (activities) that
prepare learners and communicative tasks that focus on real-life
language use.
 Demands in Tasks
Effective tasks should incorporate certain demands to support
learning:
1. Cognitive Demands: Tasks should challenge learners
intellectually, requiring them to think critically.
2. Instructional Demands: Teachers may direct learners to use
specific language forms or structures (e.g., certain vocabulary or
grammar points).
3. Meaning Demands: Activities should encourage learners to
interpret and make sense of language.
4. Involvement Demands: Tasks should capture students’
attention, making them actively engaged.
5. Physical Demands: Including physical elements, such as
movement or games, can enhance engagement, particularly with
younger learners.
 Focusing on the Learner
To maximize learning, it is important to focus on the learner,
promoting active involvement in their own educational processes.
Several strategies can enhance learner autonomy:
1. Teachers should make instructional goals clear to students,
allowing them to understand what they are working towards.
2. Students should be encouraged to set goals outside of the
classroom, promoting language use beyond structured settings.
3. Teachers can also guide students to become aware of their
learning processes, fostering an understanding of their strengths
and areas for improvement.
4. Students should be supported in identifying their preferred
learning styles and strategies, enhancing their ability to approach
tasks in a way that suits them best.
5. Finally, students should be encouraged to take responsibility for
their own learning, creating a sense of ownership and
accountability.
 Teaching Sequence
In a task-based approach, a teaching sequence is typically divided
into three main stages:
1. Pre-Task Stage:
This stage involves creating interest in the topic and activating
students’ prior knowledge. Teachers introduce key vocabulary and
concepts, setting the groundwork for the task.
2. Task Stage:
Here, students actively engage in the task, focusing on meaning
rather than form. Teachers guide students subtly, allowing natural
language use to flourish within a supportive framework.
3. Follow-Up Stage:
In this stage, students reflect on the language they used during
the task. Teachers provide feedback, guiding learners to extract
insights from the experience, which helps consolidate learning.
 Scaffolding:

Scaffolding is an essential concept in language learning, referring to the


support provided by a more knowledgeable person (such as a teacher,
parent, or peer) to help a learner achieve tasks they wouldn’t be able to
accomplish independently. Effective scaffolding involves several steps:

1. Breaking Down Complex Tasks: Large tasks are divided into


smaller, manageable parts, making it easier for learners to tackle each
step gradually.

2. Providing Appropriate Guidance and Feedback: The teacher or


facilitator offers necessary instructions and corrections, helping students
stay on track and reinforcing positive behaviors or language use.

3. Gradually Withdrawing Support: As learners become more


competent and confident in their abilities, the level of assistance is
gradually reduced. This process, known as "fading," encourages students
to become more autonomous, allowing them to complete tasks
independently over time.

The ultimate goal of scaffolding is to enable learners to gain mastery of


a skill or concept. By engaging students in an interesting task, breaking
it down into smaller steps, and providing regular feedback, teachers can
maintain students' motivation and focus. Scaffolding not only helps
students understand the importance of each step in a process but also
shows them alternative ways to approach the task, ultimately fostering
independence and reducing frustration.

 Interlanguage is a linguistic term referring to a unique, evolving


language system created by a learner of a second language. This
system reflects elements of both the learner’s native language
(L1) and the target language (L2), along with unique
characteristics that don’t belong to either. Interlanguage typically
develops as learners gain more proficiency and understanding of
the new language, going through various stages of development
that bring them closer to fluency.

Some key points about interlanguage include:


1. Dynamic and Transitional: Interlanguage is not static; it
changes over time as learners encounter new rules and vocabulary
in the target language.
2. Influence of L1: Interlanguage often shows interference from
the learner’s native language, including grammar, vocabulary, and
pronunciation patterns
3. Approximation to L2: Over time, as the learner gains more
proficiency, their interlanguage comes closer to the norms of the
target language.
4. Fossilization: Sometimes, an interlanguage can “fossilize,”
meaning certain incorrect or non-standard features become
ingrained and are difficult to change, even with further exposure or
instruction.
Interlanguage theory is crucial in second language acquisition
research, as it helps linguists and educators understand how
learners progress and where they may face challenges.

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