English Australia Journal : English Australia Journal 28.1
Volume 28 No 1 67 English Australia Journal include: a poster, a video, a sound recording, a written text, an oral presentation, or a discussion. For oral output, students need to be provided with an accurate model for pronunciation, including practising stress patterns. For written output, the appropriate textual conventions need to be introduced and modelled. 4) Consolidation phase: In this final, teacher-guided phase, students examine the language employed throughout the task for specific structures and conventions, from which principles and rules can be elicited and practised. For example, if the task was a poster presentation about products from a particular country, the passive voice could be identified as an area for consolidation. Within this phase the teacher should also allow students to analyse and discuss the task, each other ’s performance and reflect generally on the exercise. This gives students the chance to comprehend and appreciate the process more fully. Conclusion I strongly believe that task-based learning has very positive motivational effects on students, especially those working within a coursebook-based syllabus. The introduction of a task each week allows both teacher and student to feel less constrained by the syllabus and become more creative, linguistically and otherwise. Of course, tasks may even be derived from a topic in the coursebook – but not constrained by the linguistic structure of the unit concerned. A word of caution, however: I have found in the past that some students initially react negatively to the introduction of task-based learning as they perceive it as frivolous and unconventional; they lose the security of the coursebook and their perception of what language learning should be. My advice is to persevere and post-analyse the task for what learning actually took place. Rarely have I had a student who has not seen the true benefits of task-based learning. References Harmer, J. (2007). The practice of English language teaching (4th ed.) . Malaysia: Pearson Education Limited. Kebble, P. (2008). Making movies: An integrated skills task for motivating ESL learners. EA Journal, 24(2), 16-26. Richards, J. C ., & Renandya, W. A . (Eds.) . (2005). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
English Australia Journal 27.2
English Australia Journal 28.2