Una unitat didàctica basada en l’enfocament per tasques: reflexions i exemples

Authors

Abstract

This article presents an experience of the implementation of a pedagogic unit based on the task-based approach. A brief theoretical review of the basis of task-based approach is made in order to contextualise the experience which is carried out with a group of adult learners in a public school in the Balearic Islands. The aims of the article are: 1) to describe the phases of the didactic unit and the typology of activities included and 2) to show the type of interaction that task-based work can generate. In order to achieve these objectives, examples of activities from the different phases are given and fragments of the conversation generated by the activities are analysed. At the end, a summary is given of the benefits that task-based work can have for language learning and, in particular, for adult learners.

Keywords

task-based language teaching, adult education, Catalan additional language, Catalan foreign language, pedagogic unit

References

Ellis, R. (2003). Task-Based Language Learning and Teaching. Cambridge University Press.

Ellis, R. (2009). Task-based language teaching: Sorting Out The Misunderstandings. International Journal of Applied Linguistics, 19, 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Ellis, R., Skehan, P., Li, S., Shintani, N., i Lambert, C. (2019). Task-Based Language Teaching: Theory and Practice. Cambridge University Press.

Estaire, S. (2011). Principios básicos y aplicación del aprendizaje mediante tareas. MarcoELE - Revista de didáctica español lengua extranjera, 12, 1-19. https://marcoele.com/descargas/12/estaire-tareas.pdf

Gilabert, R. (2007). L’aprenentatge de llengües mitjançant tasques pedagògiques. Llengua, Societat i Comunicació, 5, 27-33. https://revistes.ub.edu/index.php/LSC/article/view/3259/pdf

Hernández, T. (2011). Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers. Language Teaching Research, 15, 159-182. https://doi.org/10.1177/1362168810388694

Long, M. (1985). A Role for Instruction in Second Language Acquisition: Task-Based Language Teaching. Dins K. Hyltenstam and M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition (pp. 77-99). Multilingual Matters.

Long, M. H. (2015). Second Language Acquisition And Task-Based Language Teaching. Wiley Blackwell.

Martín Peris, E. (2004). ¿Qué significa trabajar en clase con tareas comunicativas?. redELE Revista electrónica de didáctica / español lengua extranjera, 0. https://www.educacionyfp.gob.es/dctm/redele/Material-RedEle/Revista/2004_00/2004_redELE_0_18Martin.pdf?documentId=0901e72b80e0c9e3

Van den Branden, K. (Ed.) (2006). Task-Based Language Education: From Theory to Practice. Cambridge University Press.

Van Lier, L. (1988). The classroom and the language learner. Longman.

Vilagrasa, A. (coord.) (2019). A punt. Curs de català. Llibre de l’alumne. Nivell A2. Publicacions de l’Abadia de Montserrat.

Wong, W. (2005). Input enhancement: From theory and research to the classroom. McGrawHill.

Zanon, J., i Estaire, S. (2010). El diseño de unidades didácticas mediante tareas en la clase de español. MarcoELE - Revista de didáctica español lengua extranjera, 11, 410-418. https://marcoele.com/descargas/navas/21.zanon-estaire.pdf

Author Biographies

Albert Vilagrasa Grandia, Escola Oficial d'Idiomes Barcelona-Drassanes

He holds a degree in Catalan Philology from the Universitat Autònoma de Barcelona and a master's degree in Teacher Training of Spanish as a Foreign Language from the Universitat de Barcelona. He teaches Catalan at the Escola Oficial d'Idiomes and at the Institut d'Estudis Baleàrics, and italian at the Escola d'Idiomes Moderns of the Universitat de Barcelona. 

He is co-author of several articles and studies on language didactics, and of materials for learning Catalan and Italian. He is currently dedicated to teacher training and to the analysis and elaboration of didactic material.

Marilisa Birello, Autonomous University of Barcelona

Marilisa Birello holds a PhD in Education from the University of Barcelona and is a lecturer in the Department of Language, Literature and Social Sciences Education at the Universitat Autònoma de Barcelona. She teaches in the field of language teaching, and her research interests focus on the field of language teaching, beliefs and language teacher training.

Published

2021-07-30

Downloads

Download data is not yet available.