Learning Circle Week 6 Group members: James, Hiro, Peggy, Mata and Aziz

1. 'For those who wish to adopt a genuinely learner-centred approach to their teaching [A framework for task-based learning] offers an alternative to the "presentation, production, practice" model'.

We felt that the task in question is learner-centred and does offer an alternative to the PPP model.

2. 'This book is based on sound principles of language learning and combines the best insights from communicative language teaching with a systematic focus on language form'.

This claim seems to be quite vague as we don’t know what is being referred to by ‘the best insights from communicative language teaching’. The task does allow for a systematic focus on spoken form though.

3. 'This approach allows the natural integration of skills and encourages in the learner a concern for both accuracy and fluency'.

The task does allow natural integration of different skills. There are lots of opportunities to practise speaking fluency, but we felt that there could be a slightly greater focus on accuracy. This could be achieved by providing more practice with the target language through task repetition, rather than potentially finishing the lesson after the language analysis stage.

4. 'This book on task-based learning (TBL) shows how tasks can be used as the central focus in a supportive methodological framework'

We all agreed wholeheartedly with this statement.

5. 'This task-based framework takes into account what we know about how people learn languages'.

We felt that there is still a lot of debate about how people learn languages, so found this claim a little bold. Having said that, we agreed that the task-based framework can certainly act as a guide for one approach to, or lesson shape in, language teaching.

6. 'We know that people cannot learn a language without plenty of opportunities for real language use'.

A key thing we discussed here was how to define ‘real language use’. We thought that the task offers learners ample opportunity to use language, but felt that the planning and report stages don’t necessarily mirror real, common language use,( though perhaps they do so as well as possible within the confines of the classroom situation).

7. 'We also know that too much emphasis on small-group communication without any call for accuracy may result in learners' grammar fossilising; some learners develop fluency at the expense of accuracy'.

We felt that the focus on accuracy comes very late in this task. Task repetition would allow learners the chance to use the language with greater accuracy, and would help to avoid learners developing fluency at the expense of accuracy.