PDF | On Jan 1, , Peter Robinson and others published Review of DAVID NUNAN: Designing Tasks for the Communicative Classroom. Cambridge. : Designing Tasks for the Communicative Classroom (Cambridge Language Teaching Library) (): David Nunan: Books. DESIGNING TASKS FOR THE COMMUNICATIVE CLASSROOM. David Nunan. Cambridge: Cambridge University Press, Pp. x +

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Full text of “[ David Nunan] Designing Tasks For The Communicative classroom”

Yes 21 No not the towel in there 22 The top of the basket on it 23 Mark: However, with the development of communicative language teaching, as I have indicated, the distinction between syllabus design and methodology becomes diffi- cult to sustain: This stage is essentially concerned with helping students develop skills in summarising and expressing themselves cojmunicative and accurately in writing.

They are shown how altering the order of elements in a sentence can alter the meaning. I sit like that 13 and the switchboard’s there and she sits on 14 the desk 1 5 oh you can’t miss her she walks round vor going gesture 1 7 Authentic Transcript she’s always tor in the mor — oh she’s nice: I have suggested that tasks can be analysed in terms of their goals, input data, activities, settings and roles.

In turning to the concept of ‘task’, the first thing we need to do is decide just what we mean by the term itself. A Scheme for Teacher Education.

He distinguishes between motor-perceptive skills, which are concerned with correctly using the sounds and structures of the language, and interactional skills, which involve using motor-perceptive skills for the purposes of communication.

It was only after the speaker repeated herself, and drew the listener’s attention to a bell ringing in the distance, that he was able to get to the meanings behind the words. Do not worry if you do not get all the information the first time. Spoken language, on the other hand, consists of short, often fragmentary utterances, in a range of davld. Learning to Learn from Text, p. Native speakers help foreign speakers to express themselves more clearly. A short questionnaire to discover your sleeping habits 1 How much time do you spend on bedmaking?

However, it is important to bear in mind that it is not always easy to provide a simple definition or test which will give us a hard and fast method hunan distinguishing communicative tasks from other exercise and activity types, or of determining where one task ends and another begins. The second list contains what might be called rhetorical or discourse com- prehension skills. Study the two versions, decide which you like xavid and why.


We have looked at the interrelationship of broad features such as ‘background knowledge’ and narrow ones such as specific motor-perceptual skills. One of the most important discoveries, according to Zamelwas that the act of composing evolves through several stages as writers discover, through the process, what it is that they are trying to say. All right 3 Mark: In particular, we shall consider how what we know about the macroskills can be incorpor- ated into task design. In general education, and in other fields such as psychology, there are many different definitions of tasks.

Writing courses can be similarly divided into those which relate to basic functional language skills and those concerned with the develop- ment of more formal clssroom skills.

These relate to the traditional distinction between controlled practice activities, in which learners manipulate phonological and grammatical forms, and transfer activities, in which learners are meant to apply their newly acquired mastery of linguistic forms to the comprehension and production of communicative language.

This can be done by getting learners to transform information contained in a text into diagrams, charts, outlines, etc. Goals Content Tasks Evaluation In this model, content and tasks are developed in tandem so that content can suggest tasks and vice versa. There is an information gap to be filled, or an area of uncertainty to be made clear.

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In terms of learning, it is generally accepted that we need to distinguish between ‘learning that’ and ‘knowing how’. Listen and Count temperature fine Answers p. Nevertheless, for convenience our starting point in this chapter is the discrete macroskills and what research has shown us about each of them in turn.

Teachers help learners to express themselves more correctly. All physically and mentally normal people learn to speak a language. Secondly, I hope to encourage teachers to think more about the integra- tion and sequencing of tasks.

These form the point of departure for the task. Yes please 30 Mark: Given the importance throughout the world of English as a medium of instruction at the tertiary level, it is not surprising that a great deal has been written about this second, specialised reading goal. Look through your own repertoire of activities for oral interaction or examine a coursebook you have used or are thinking of usingand find examples of each of these activity types. Some linguists maintained that it was not necessary to teach grammar, that the ability to use a second language knowing ‘how’ would develop automatically if the learner were required to focus on meaning in the process of using the language to communicate.


The first has been specially written for ELT, while the second is an authentic conversation. Candlin suggests that tasks should contain input, roles, set- tings, actions, monitoring, outcomes and feedback. The various uses which a learner fpr or, in the case of some foreign language learners, might potentially have for learning another language can be revealed through various forms of needs analysis.

Finally, learners are sensitised to the mechanics of thematisation.

They argue that if we want learners to com- prehend aural and written texts in the real world, then the learners need opportunities for engaging in these real-world texts in class.

In other words, items mastered as part of a linguistic system must also be dagid as part of a communicative system.

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Edelhoff Challenges Teacher’s Book p. In a similar way, we can distinguish between goals and teaching programmes which are aimed at teaching general ‘everyday’ English, and those whose purpose is to develop skills in specific special- ised areas such as English for science and technology or English for tertiary study.

Stage 1 involves locating information i. We do not simply take language in like classrpom tape-recorder, but interpret what classrpom hear according to our purpose in listening and our background knowledge.

Tasks are defined in terms of what the learner will do in the classroom rather than in the outside world. Speakers express their own ideas, wishes, opinions, attitudes, information, etc. The justification for including these activities and exercises would be on the grounds that the tasks develop the necessary prerequisite skills required by learners for communicating in the target language in the case of clawsroom, the necessary fluency and mastery over structural and phono- logical patterns in the language.

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