Proceedings Sixth International Conference -Myassignmenthelp.Com

Question: Discuss About The Proceedings Sixth International Conference? Answer: Introduction In 1996, Jane Willis came up with an innovative framework for task-based language teaching. In the model, she incorporated three stages of learning pre-task, task cycle and language focus. Later, in 2003, Rod Ellis introduced a modified version of the model and established another framework. His model also had three stages that included pre-task, during task and post-task. It can be observed that both Willis and Ellis TBLT framework have similar stages of teaching. In the first stage of Willis model, the teacher discovers the topic emphasizes helpful words and phrases and then learners are taught with examples. The task cycle stage provides learners the chance to carry out actual world tasks with the teacher monitoring them. The last stage that is language focus lays stress on language traits utilized during previous two stages (Hung, 2014). On the other hand, the first stage of Ellis model is characterized by activities for consciousness elevating. Then, the second stage involves r egulating the topic. The last stage of Ellis model is characterized by communication activities where students reflect on what they have learned. Thus, it is evident that although both models have certain similarities, Ellis model gives a better opportunity for students to be involved on a deeper level (Ellis, 2013). Communication activities are laid more stress in Ellis model that was missing from Willis framework. Designing lesson for TBLT using Ellis framework The following lesson is designed for first-year undergraduate students using the Ellis framework for Task-based language teachin Topic: Portrayal of globalization and its influence on culture in different newspapers Duration: 60 minutes Target group: First year undergraduates Profile: An average of 44 students is present in each class with most of them having diploma in English. They all have English as a compulsory subject in the 1st year of their undergraduate class. Task sequence:- Task-based preparation of a report Speaking on the topic Listening to peers Pre-Task Students will be introduced to the topic and the tasks that follow Task objective: To reveal to the students, the topic of globalization and expose them to the terms and phrases related to it. It must be remembered that new terms and phrases should be introduced to the students. Show images of people of different nationalities shaking hands, flags of two countries together in a frame and more such images. Ask the students if they recognize any of the faces or the flags. Read out articles from The Guardian and The New York Times and then explain it by drawing images of cultural differences in the blackboard. Videos containing information related to different cultures may also be used. Ask the students whether they have any idea about the visuals shown. Categorize students into two separate groups Group 1 and Group 2 and assign them the task to bring articles with pictures on cultural practices published in two leading dailies of UK and US. Group 1 should bring articles from UK dailies and magazines while Group 2 shall gather articles from US dailies. Each group then will assemble and discuss the issues they found on the articles and the meaning of the pictures. They will then be asked to identify the similarities and differences between the content of the article published in the newspapers of both countries and write those down. Ask them to role-play as reporters and news anchors presenting news story on the impact of cultural variations in international relations. Reveal the task, Globalization and its impact on culture as portrayed in different newspapers, finding similarities and differences. The task is similar to what they have just finished doing with the addition that they will now have to verbally explain these in English. Remember not to force them into speaking perfectly at the very beginning, as this would make them nervous. Let them go with the flow and explain in ways with which they are comfortable. During Task This stage involves four activities: Reading newspaper articles on globalization and its influence on culture Collecting images relating to the topic and pasting them alongside the notes Watching video on culture and globalization and its portrayal in different media Sharing the experience in the class with teacher and fellow students At the end of the activity, students should analyze the points that are not similar to other groups. This is followed by playing out another video demonstrating the cultural vibrancy of different nations and the influence of globalization. The video might have inaccurate information, which the students have to identify and note it. (Video might have to be replayed multiple times in order to let the students take note) Post-Task The teacher shall list out several options that refer to the inaccuracies shown in the video. The students will be asked to come to the blackboard and tick on the one option that they match with their note. Students then read out the options that were ticked by each as the correct option. Then, they identify the similarities and differences more clearly and discuss it in the class. The teacher should hold an interactive session where each student is allowed to express their views on the reasons for the dissimilarities in the portrayal of culture and influence of globalization on it in different newspapers. After that, the students may identify any new word or phrase that they have heard for the first time. Ask them to make a phrase or sentence with the new word. The students then can be asked to relate their culture to the ones shown in the video and share their personal experiences on the effects of globalization imposed on their culture. They can be encouraged to talk about the positives of globalization such as exchange of cultural values and tradition and appreciation of the same. At the end of it, the teacher shall prepare a questionnaire in which the students will be asked about their overall experience of the task. It would also contain questions like Which part of the task was most difficult to execute and why? What was the best part about the task? Which words did you find the most difficult to understand? and so on. The following graph represents the number of students who take up Task-based learning and the reasons for taking up TBLT As shown in the graph, 40% students prefer task-based language learning because they have an interest in learning English. With a mere 9%, opting for TBL to meet new people is the least. This graph helps teachers prepare their TBLT program more efficiently. References: Ellis, R. (2014, December). Taking the critics to task: The case for task-based teaching. InProceedings of the Sixth cls International Conference clasic 2014, Singapore(pp. 103-117). Skehan, P. (2014). Task-based performance and task-based instruction: Research contributions.Plenary address to the Task-Based Learning SIG-JALT, Osaka, Japan.