Task Based Approach to Language Learning

Task Based Approach to Language Learning The past decade has witnessed the advent of task-based instructional approaches in different names including problem-based learning, situated learning and case-based learning. Though varied in names, they all seem to have one thing in common; they get learners involved with tasks or problems as contrasted with more traditional topic-centered curriculum approaches. (Merrill, 2007). Proponents of task-based learning believe that learners involved with real-world problems form appropriate schema and mental models as they collaboratively solve problems and reflect on their experience. Task-based instructional approaches have been widely adopted across a wide variety of discipline areas including medical training, social work, design, and language learning. This paper will discuss the implication of the task-based approach to second language learning where the method has been increasingly adopted and tried in many language classrooms across the world in the recent past. In this paper, the impact of task-based language learning will be explored with special regard to adult learners whose distinctive characteristics make task-based approaches more plausible and beneficial. Task-based instruction is a small, yet fast growing, trend in contemporary second language teaching. To give an example, the ERIC database shows over 120 articles on this issue since the beginning of this millennium. In order to discuss task-based learning properly, it is important to understand what the term task means. Task has been defined by various researchers including Nunan (2004) who wrote that a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language (p.9). Earlier than Nunan, Jane Willis (1996) defined task as an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (p.23). While definitions vary somewhat among scholars, they all emphasize that pedagogical task involves communicative language use where users attention is focused on meaning rather than grammatical form (Nunan, 2006, p.17). Stemming from the constructivist theory of learning, task-based instruction has emerged in response to the limitations of the traditional PPP (presentation, practice and performance) paradigm (Ellis, 2003). While the PPP approach is relatively straightforward and well-structured to be easily understood by both students and beginner teachers, it has also been criticized considerably for the characteristic that it is far too teacher-oriented and over controlled. Furthermore, the trend of globalization has urged educators and governments to improve communicative competence among second language learners, and the PPP approach has not been effective in fulfilling the mission. Short, Harste Burke argued that the behaviorist PPP approach in language instruction has been to set up desired goals independently of the learners or the situation, present language in a structured and linear fashion, then attempt to reinforce the content through non-contextualized practices. As a result, learners end up knowing about the language but not how to use it (as cited in Abdullah, 1998). As an alternative to the PPP paradigm, task-based lesson is designed around authentic and meaningful real-world tasks, which learners are asked to complete collaboratively as they interact among each other making use of all available language resources they own. The approach is based on the fundamental assumption that, as Jeon (2006) noted, language learning is a developmental process promoting communication and social interaction rather than a product acquired by practicing language items, and that learners learn the target language more effectively when they are naturally exposed to meaningful task-based activities.(p.193) Task-based approach is recognized as an effective means of developing students language output and interaction. More student-centered learning environment helps learners exercise greater flexibility in using language, develop linguistic fluency, and allows for meaningful communication. Authentic tasks carefully drawn from real-world situations will keep learners engaged and motivated more easily, which will result in better learning. As Harrington, Oliver and Reeves (2003) have pointed out, more contextualized exercises, as contrasted with academic and decontextualized vacuum, will create a learning environment which will have learners immersed in problem solving within realistic situations. The approach ultimately help teachers bridge the gap between language practically used in real world and unnatural language used within the world of school. In spite of growing evidence of success, task-based instruction shows some limitations as well. One of the most significant and frequently voiced criticisms is that the method is not as effective or appropriate to lower level language learners with limited prior linguistic knowledge as it is to higher level students. Due to the significant amount of cognitive burden it poses on learners, beginning language learners who are asked to complete a challenging task in the target language often find the situation frustrating and, as a result, develop resistance to the learning method. When asked to use all the language they can muster to express themselves, beginning language learners who are unfamiliar with the learning context may not feel comfortable or productive as if they are thrown to a deep sea when they cannot swim (Willis, 1996). In task-based learning classrooms, frustration is not only with learners but with teachers as well. In his survey conducted among English as Second Langu age (ESL) teachers in East Asian countries, Littlewood (2007) found out that key obstacles to adopting task-based instructional approach in their classrooms were; 1) difficulties getting unmotivated students participate in tasks that usually require a higher level of motivation and enthusiasm from learners, and 2) inability to manage classroom as students get easily distracted and become noisy as they engage in group interaction to complete tasks collaboratively. While these difficulties tend to arise more conspicuously in classrooms involving younger students, adult learners may benefit more from task-based instruction. In general, adult learners demonstrate distinctive characteristics that set them apart from younger learners, and some of these learning characteristics make task-based approach more plausible and appropriate for adult learners. Knowles (1990) developed adult learning theory of Andragogy based on the following assumptions: (1) Adults need to know why they need to learn something, (2) Adults need to learn experientially, (3) Adults are life-centered (or task- or problem-centered) in their orientation to learning, (4) Adults become ready to learn when their life situation create a need to learn, (5) Adults have a self-concept of being responsible for their own decisions, and (6) Adults are motivated to learn by internal factors rather than external ones. According to these assumptions, adult learners are more motivated and more eager to learn than younger learners, have clearer goals and needs than younger learners who often might be learning a language only because it is required, and take control of their own learning. They are also oriented towards problem-solving learning and they learn best when knowledge is presented in real-life context. Obviously, constructivist task-based instructional approach and Andragogy share many aspects in common as they both emphasize ownership of the learning process by learners, experiential learning and a problem-solving approach to learning (Huang, 2002). Therefore, task-based approach can be seen as an ideal match for adult learners who in general are less likely to pose above mentioned concerns voiced by teachers. As compared to traditional pedagogy, task-based instructional method demands increased competencies from teachers who will play a key role in making task-centered language learning successful. As a facilitator, teachers need to infuse the spirit of adventurism in the class to turn students into active learners who are willing to take a risk. It is also important that teachers allow learners time to make gradual adjustment to the unfamiliar learning method, provide necessary encouragement in the process, and build confidence (Curran, Deguent, Lund, Miletto, Straeten, 2000). Effective teachers in the task-based learning environment should also be able to vary the level of tasks to accommodate the needs of beginner or lower level learners in their classrooms. Effective language classroom instruction strategies require more than a simple understanding of the significance of communication skills. To help learners become active communicators, teachers should be able to employ instructional strategies that allow and support sufficient practicing of the language they have learned. Task-based instructional approach creates a learning environment where learners take control of their own learning and freely explore communicative skills focusing on tasks that are drawn from authentic real-world situations. Despite some limitations, task-based approach is still an attractive method in the field of language learning. The approach can be particularly useful in classrooms involving adult learners since their distinctive learning characteristics well match the constructivist elements of the task-based learning. With a wide variety of learning options such as distance learning readily available to todays adult learners, the number of classrooms involvin g adult learners has increased significantly in recent years. Although no single method fits all classrooms and learners in all contexts, task-based approach seems to be a highly viable option especially for adult language learners. Amidst more language classrooms moving away from traditional teacher-centered learning activities to student-centered learning environments, the responsibilities of instructors have become even greater in the instructional design process to devise adequate strategies to guide learners towards successful learning.

Artifacts

The life of everyday 2012 Americans would be massively effected if they had no cellular phones. Since cellular phones were considered advanced back then they could carry â€Å"APS† and â€Å"the internet†, with these two things humans could most likely do almost everything from their phone, except eat and drink. Most everyone in 2012 has a phone for communication purposes, since people travel far away and do not stay close to the home. Although a cellular phone was a status symbol, It was also seed to take â€Å"pictures†, and to decorate, in 2012 they had things called â€Å"phone cases† and â€Å"phone charms†.This Just fed into the obsession with the use for cellular phones and other technologies. Cellular Phones challenge the Christian faith because they are such a temptation. Since Americans got all the worlds information to their phones, they kept their cellular phones close. They left these devices on loud ringers too, this way they were noti fied when a text came up, or something In their social media circle. But 2012 Christians should be more focused on serving the Lord's will, rather than satisfying their need to stay â€Å"updated†.In the more ancient Roman times, the Christian were faced with the dawning task of trying to â€Å"fit in† with the regular society, so they had to pretend to worship false idols. But the Ancient Roman Christians rose above that, they knew that with the help of God that life would learn to accept Christianity as a real religion. Roman Christian would just have to remain faithful to God and know that it is in his will that they learn o resist temptations and to stay faithful even through the persecution. My second artifact that I uncovered was a â€Å"Cool Story BRB. Tell it again. † Sweatshirt.This sweatshirt represents clothing that Americans wore in 2012, this would also be considered Ideas and Values. These types of sweatshirts were used to gain attention, both posi tive and negative, with a catchy slogan. This effects the dally lives of Americans living In 2012 because sweatshirts, were used for warmth. But they could serve another purpose too, living in 2012 the world was all about fashion, so any people wore sweatshirts with catchy slogans because it was â€Å"hip† The main reason it was a challenge to the lives of Christians living in 2012 was because the slogan â€Å"Cool Story BRB.Tell it Again. † is supposed to make the person telling the long and uninteresting thing feel like their words were not important. So their words feel less important with such a rude phrase. Ancient Roman Christians must have felt the same way because since they lived in a time were false idols were constantly being worshiped, believing in a Heavenly Father made them unimportant. Ancient Romans treated the Christian word like we do now with that catchy slogan; they denounce all meaning in our messages, our prophets, and our bible verses.The Christi ans rose above all the hate and mean glares that were given to them in Ancient Roman times, so it should be easier for Christians in 2012 to be able to turn their heads away from the fallen decedents of Jesus Christ. It is only God's will if people want to reject our messages, and our teachings. We will always as Christians stay faithful no matter what, and continue to speak of God's Grace. The third and final artifact that I discovered is a women fragrance, names â€Å"Rubble† by Ranch.This artifact goes under social life, and ideas and values. In 2012, women were obsessed with smelling good, it was not uncommon for one women to have more than 3 perfumes in her bathroom or bedroom. This was all because of the idea that women must smell good, to be attractive; of course there were other things women had to suffer through to be considered attractive. But none the less, women were objectified to be a perfect person. This posed a challenge to Christians and their faith because; Christian women would not be focused on achieving preferences.The only one who can be perfect is God, who made us, and teaches us daily. Although it was tempting for Christian women to object themselves to the culture around them, they knew that in the end it wouldn't be the preferences that got them to heaven, and that they wouldn't be Judge on their appearance. In the end Christian women knew that they must stay faithful to God, and know that he is the only one who Judges us in the end. In Ancient Roman times, women-not Just Christian- were faced with the same reality.The cultures around them made everyone think that women have to be a certain way to be beautiful, this has been etched out through all of time since Adam and Eve, and the dinosaurs. Christian women of faith should not be discouraged by the perfect image formed by society and pop culture. They should only strengthen their faith, becoming closer with God. God doesn't see you as you, he sees you as the person he created , and a loving human being. God is the only one who Judges you when you leave this world, so why should you care who Judges you in this world? Artifacts They include tools, dwellings, artifacts, war machinery and music instruments among others. Material culture advanced at different speeds in different communities depending major on the needs of the community at that particular time and technological ability. Building structures such as homes and roads, which are products of architecture, provide the major contribution to material culture. This brings out clearly the importance of architecture in the development of material culture, and the same way, material culture is so important in architecture and other fields as discussed below.For architects, material culture can be a great source of inspiration in designing of buildings. Many architectural designs source their inspiration from the material culture of a society. Physical cultural elements such as the African hut, the gourd, the African pot and the African mat have inspired African architecture. A good number of buildings in Africa have their inspiration from very old buildings in Asia and Europe, mostly religious places of worship such as the churches and mosques, almost all mosques have a similar design that traces its origin way back in the Asian countries where McHugh style of architecture was plopped.Such are forms of material culture as they played a central role in defining the religion of the people during that time. Since material culture is tangible, and in most cases very durable, it provides a concrete support and evidence in proving historical facts. By collecting and studying material culture, historians are able to validate and prove their claims. In the study of the origin of man, Charles Darwin could have not in any way convinced a single person that man evolved from the same evolutionary path as primates.But through the evidence gathered from the mains of the stone tools and artifacts at the areas belied to have been the dwellings of the early man, it was much easier for him to prove his point that man evolved from apes. Material culture enables us to gauge the level of development of a people. In the modern world, there exists a different level of gauging the development of societies I. E. The developed countries such as USA china, Japan and Britain, the developing countries such as Brazil Kenya and south Africa and also the third world countries.What leads to such difference in classification is mainly the kind of materials these societies use and their technological advancement. We are able to measure how advanced the ancient societies were through the study of their material culture, for example the early civilizations such as Mesopotamia and Egypt, through studying the remains of their agricultural tools, we are able to comfortably conclude that such civilizations had sophisticated technology as per that time. In the more recent societies of Rome and Jerusalem, by getting knowledge of their architecture, we find how much they were technologically advanced.This is important in that it gives us onscreen evidence to use in gauging the level of development of a people. Material culture is a source of heritage and pride of a people. The tangible evidence of the technological advancement is a source of pride as a heritage of a people, historic buildings and artifacts owned by a society provides them with something to show off their history and advancement in various fields of Science and Mathematics. For example the Fort Jesus building in Lama, the Geed ruins, these are sources of pride for Kenya as they are historical places that define the history of Kenya.Famous old buildings such as the Dome of the Rock located on the Temple Mount in the old City of Jerusalem, SST. Pewter's Basilica in Rome, Italy, Acropolis of Athens, the Pantheon in Rome, the Parthenon in Athens, Decent Mosque in Mali, the Great Pyramids of Egypt and Haggis Sophia in Istanbul, Turkey are great heritages of the communities that associate with them and the countries in which they have been in existence for centuries. They are a source of pride and give a visual impression of the history of the people in those places. References; www. Du. Com

Good and Bad Discrimination Essay

When the word discrimination is brought up there is an automatic negative response, due to the fact that most have this idea that there is only bad discrimination. This comes from people using stereotypes and being prejudice which creates detrimental situations. However, when a person discriminates it does not mean they are trying to be harmful. Discrimination is when one distinctively favors or is against certain groups, categories, people, and classes and or things that may come from them. Discrimination it’s self is not bad, but the things that can stem from it, are actually what makes people look at it negatively. People discriminate for many reasons such as religion, race, and even for business and employment. It is one thing to have a preference over something else but to actually deny a person over what race, or religion they are is perverse. Now there are some positives when decisions are made about things depending on an individual’s race or religion. There are people who only want to date or marry to the same race, religion, culture, category, class, and things like that. And that does not always mean that they are being racist, stereotypical, prejudice or anything of that nature but that they simple are particular. There are even laws that require for workplaces to accommodate for their employees religion just along their religious practices will not bring problems to the employer. However, in the eyes of the employer they may feel as though if they indeed hire someone with certain beliefs that conflict may arise even if they are unintentional, and a decision maybe made to avoid that. Which is a decent argument but it still is a form of discrimination. One of the biggest reasons people discriminate is that they are actually afraid of what they may or may not understand. â€Å"The fear of that which is different, that which we do not understand, could have been an adaptive strategy early on in our history† (Why Does Discrimination Occur?. Ehow. com ). Instead of learning how to live with something and become more educated about it they cast it out. Especially if it is something that it out of the norm, or different. Such as homosexuality, a lot of people are homophobic. They have an unreasonable fear of homosexuals and which they may have their reasons as to why. Some people take it past the limits to make people are attracted to the same sex feel different, unaccepted, or unwanted all because they are ignorant of that culture. They have no idea what it is like and instead of trying to comprehend, they use negativity. Now there is nothing wrong with not being gay, and disagreeing with it but an opinion does not have to be expressed in a way that may be harmful. Just because a person is not apart of a certain group does not excuse the act of disrespecting another group or category. A lot of individuals will argue that it is simply wrong, and that it should not be permitted due to religious reasoning. Yes, that does make a lot of since, but I am very sure that many people do things that go against their religion all the time, they just happen to be discrete. Some people are afraid or have been brought up to not over step the boundaries so when others do not abide by the same rules they are automatically looked down upon. Society assigns everyone a certain social identity. Which ever category a person is placed they tend to accept others who are from the same group as they are. Prejudice is derived from our tendency to divide world into ‘us’ and ‘them†( Musa, Prejudice Discrimination and Stereotype). This causes great division between people which is one of the reasons why a lot of people categorize other individuals. Being that prejudice, discrimination, and stereotype are in society there are social aspects and effects. â€Å"Exposure to derogatory ethnic labels can elicit conformity pressures with people wanting to fit-in† ( Musa, Prejudice Discrimination and Stereotype). Generally people fear to be outcast so they go with the crowd. Afraid that if they choose not to agree then they might become socially unexpected. â€Å"People can reduce their reliance on stereotypes by consciously saying ‘no’ to association between stereotypes and specific social groups† ( Musa, Prejudice Discrimination and Stereotype). It would make a lot of since for people to simply not discriminate sadly that simply will not happen. Either way it may go it is up to the person on what they will choose to do, but social impact has a lot to do with the decisions people make. â€Å"Social influence plays a role in both maintenance and reduction discrimination, prejudice, and stereotypes. Evidence suggesting that members of their group hold less prejudiced views are out of line with most people of their group, they may change their views. † ( Musa, Prejudice Discrimination and Stereotype). â€Å"It may be conceived that because someone is guilty of discrimination that she is mean, angry and hateful, which very well may be the case. However, when we understand that within us all lies some form of discrimination, whether passive or aggressive, it should once again lead us to the conclusion that, of course, it is very easy to discriminate. (Why Is It So Easy To Discriminate? , eHow. com). Every person has their preferences, how they choose to go about them is completely their discretion. There are those who are prejudice, stereotypical, and who discriminate negatively acknowledge it and own up to it. â€Å"Each and every one of us stereotype and have a prejudice of something. Every single one of us. I stereotype fat people. I make fun of them, I call them lazy. Is it right? No. Should people suffering from obesity be kept from living their lives because of my prejudice and stereotypes of them? Absolutely not. † (Kriss 2010). Those who do discriminate have a point of view and some respectively explain them. Kriss discriminates against fat people, does she have that right? Yes, she knows that she should not do it, but she still stands by her opinion no matter what anyone else thinks. Everyone discriminates to a center extent because everyone has their own opinions, and make their own decision with different dependents. Yet and still there things that are wrong which happen to be connected to discriminating and even misconceptions. The way a person behaves is by far their own choice. People are raised differently, have different life experiences, and choose to surround themselves with certain crowds that may differ from others. There are exceptions and there are non exceptions, but being close minded will bring nothing but ignorance. There will always be discrimination because everyone will always have a preference. and there is really nothing that can be done about it. Also prejudice and stereotypes that comes with life. Everything has a positive and a negative.

Nature Of The Organisation A Australian Islamic Loans

Nature of the Organisation MAIL (Mate Australian Islamic Loans) is an organisation created with young Australian Muslims in mind. It aims to help young Australians get Islamic compliant home loans and car financing without having to do any complicated research about the rules and regulations that allow loans to be Sharia compliant in Australia – this means that they can be assured that they can borrow the money they need without contravening their religious principles. Ethical Obligations Ethical obligations are a set of standards that define a moral course of action and draw a line between right and wrong within the organisation. The ethical obligations placed on MAIL include those that are placed on all financial organisations but also†¦show more content†¦Legal obligations for general companies include: †¢ Keeping financial records including: o General ledger o Cash records o Debtor and sales records o Creditor and purchases o Wage and superannuation records o A register of property, plant and equipment showing transactions and balances in relation to individual items o Inventory records o Investment records o Tax returns and calculations o Deeds, contracts and agreements. †¢ When the organisation is set-up, you must: o Register the name with ASIC and obtain an Australian company number (ACN) o Have a registered office †¢ You must also: o Display the company name at every place at which your company carries on business and that is open to the public. Also, a public company must display its name and the words ‘registered office’ prominently at its registered office. o Display the company name, the words ‘Australian Company Number’ (or ‘ACN’) or ‘Australian Business Number’ (or ‘ABN’) and the relevant number on: ï‚ § The common seal (if the company has one) ï‚ § Every public document of the company ï‚ § Every negotiable instrument (e.g. cheque, promissory note ) of the company ï‚ § All documents lodged with ASIC †¢ The organisation must keep: o Registers of members (shareholders) o Registers of charges created by the company over company property (s271 of the Corporations Act was