Öz
Kaynakça
- Bygate, M., Skehan, P, & Swain, M. (2001). Researching pedagogic tasks, second language learning, teaching and testing. Harlow, UK: Longman. Carless, D. (2008). Implementing task-based learning with young learners. ELT Journal, 56 (4), 389-396. Castillo, R. (2008). Issues involved in context, comprehension and content. Latin American Journal of Content and Language Integrated Learning, 1 (1), 15-25. Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. A. Street, Encyclopedia of Language and Education, (2nd ed.).(Vol. 2: Literacy, pp. 71-83). New York: Springer Science + Business Media LLC. Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College Hill Press. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Great Britain.: Multilingual Matters Ltd. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In C. S. (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles: Evaluation, Dissemination and Assessment Center. Darmi, R., Harun, H., Samah, R., Puteh-Behak, F., Mat Saad, N.S. & Mohd Ali, S. (2016). Learners’ perceptions on task difficulty in task-based lessons. In International Conference on Education and Regional Development 2016 (ICERD 2016) Proceeding. Universiti Pendidikan Indonesia, Bandung, Indonesia, pp. 686-696 Darmi, R. (2014). The Effects of the Application of Cummins’ Model on Learners’ Language Use. In International Journal of Language Education and Applied Linguistics, Vol. 1, 1-8, Penerbit Universiti Malaysia Pahang (ISSN: 2289-7208 print). Darmi, R. (2013). Exploring teacher-learner perceptions of first language use and tasks, and their relationship to task types and task difficulty in a Malaysian tertiary context. Phd Thesis. La Trobe University, Melbourne. Dutro, S. & Moran, C. (2003). Rethinking English language instruction: An architectural. In G. G. (Eds.), English learners: Reaching the highest level of (pp. 227-258). Newark, DE: International Reading Association. Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19 (3), 1-26. Ellis, R. (2003). Task-based language teaching and learning. Oxford, UK: Oxford University Press. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4, 193-220. Foster, P. & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323. Garcia, O. (2009). Bilingual education in the 21st century a global perspective.Singapore: Wiley-Blackwell. Richards, J. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd Ed.). Cambridge, UK: Cambridge University Press. Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22 (1), 27-57. Samuda, V. & Bygate, M. (2008). Tasks in second language learning. New York: Palgrave Macmillan. Skehan, P. & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1 (3), 185-211. Skehan, P. & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Teaching Research, 49, 93-120. Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. Swain, M. &. Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4 (3), 251-274. Willis, J. (1996). A framework for task-based learning. Harlow, Essex: Addison Wesley Longman. Longman. Willis, D. & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press. Zwiers, J. (2008). Building academic language: Essential practices for content. Newark, DE: International Reading Association.
Öz
Creating tasks may sound simple,
however, it is one of the challenging jobs for language teachers. In teaching
language, teachers need to consider many things such as learners’ social
background, learner’s language proficiency, learners’ ability, learners’
attitude and many more. Thus, creating tasks can be a challenge for them.
Cummins (1981) suggests 2 main elements in designing materials – contextual
relevance and cognitive difficulty – which are formed into a matrix to show
four levels to consider in tasks design. Based on Cummins’ matrix, tasks can be
easy for some, and difficult for some. One task may not suit all learners, and
thus make task design a challenge for language teachers. This study looks at
the use of tasks, developed based on Cummins’ matrix, for low proficiency English
language learners. Five types of tasks are used, and learners’ views are
gathered to understand what they think of the tasks. The aim of the study is to
explore learners’ perceptions towards tasks prepared for an English language
class, and aligning them with the teacher’s understanding of the tasks. Fourteen learners were involved
in the study. Using qualitative approach, data is gathered through interviews,
which are then transcribed verbatim, and analysed using thematic analysis.
Results show that learners have different views of tasks, which may be due to
many factors within learners’ experience and knowledge. This shows that
although learners are of the same proficiency level, the difficulty of tasks may
not be equal for all learners as it is affected by the contextual relevance of
the tasks to learners, as well as the cognitive level of learners in their
ability to perform the tasks. Therefore, understanding learners is important
for teachers in planning suitable tasks for their learners. By doing this,
learners will have more enjoyment in language learning, and able to associate
tasks more to their life.
Anahtar Kelimeler
Tasks contextual relevance cognitive difficulty language learning
Kaynakça
- Bygate, M., Skehan, P, & Swain, M. (2001). Researching pedagogic tasks, second language learning, teaching and testing. Harlow, UK: Longman. Carless, D. (2008). Implementing task-based learning with young learners. ELT Journal, 56 (4), 389-396. Castillo, R. (2008). Issues involved in context, comprehension and content. Latin American Journal of Content and Language Integrated Learning, 1 (1), 15-25. Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. A. Street, Encyclopedia of Language and Education, (2nd ed.).(Vol. 2: Literacy, pp. 71-83). New York: Springer Science + Business Media LLC. Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College Hill Press. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Great Britain.: Multilingual Matters Ltd. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In C. S. (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles: Evaluation, Dissemination and Assessment Center. Darmi, R., Harun, H., Samah, R., Puteh-Behak, F., Mat Saad, N.S. & Mohd Ali, S. (2016). Learners’ perceptions on task difficulty in task-based lessons. In International Conference on Education and Regional Development 2016 (ICERD 2016) Proceeding. Universiti Pendidikan Indonesia, Bandung, Indonesia, pp. 686-696 Darmi, R. (2014). The Effects of the Application of Cummins’ Model on Learners’ Language Use. In International Journal of Language Education and Applied Linguistics, Vol. 1, 1-8, Penerbit Universiti Malaysia Pahang (ISSN: 2289-7208 print). Darmi, R. (2013). Exploring teacher-learner perceptions of first language use and tasks, and their relationship to task types and task difficulty in a Malaysian tertiary context. Phd Thesis. La Trobe University, Melbourne. Dutro, S. & Moran, C. (2003). Rethinking English language instruction: An architectural. In G. G. (Eds.), English learners: Reaching the highest level of (pp. 227-258). Newark, DE: International Reading Association. Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19 (3), 1-26. Ellis, R. (2003). Task-based language teaching and learning. Oxford, UK: Oxford University Press. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4, 193-220. Foster, P. & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323. Garcia, O. (2009). Bilingual education in the 21st century a global perspective.Singapore: Wiley-Blackwell. Richards, J. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd Ed.). Cambridge, UK: Cambridge University Press. Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22 (1), 27-57. Samuda, V. & Bygate, M. (2008). Tasks in second language learning. New York: Palgrave Macmillan. Skehan, P. & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1 (3), 185-211. Skehan, P. & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Teaching Research, 49, 93-120. Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. Swain, M. &. Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4 (3), 251-274. Willis, J. (1996). A framework for task-based learning. Harlow, Essex: Addison Wesley Longman. Longman. Willis, D. & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press. Zwiers, J. (2008). Building academic language: Essential practices for content. Newark, DE: International Reading Association.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 31 Ağustos 2017 |
| Gönderilme Tarihi | 29 Ağustos 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 8 |
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