AUTHENTIC TEXT AND AUTHENTIC TASK

Ver más

Public Relations

por Katie Scott

Entorno social de aprendizaje (SLE)

por ERICK ERNESTO ROJAS TECSI

Facets of Learning

por Kim Nguyen

17 Habits of Highly Productive People

por Mindomo Team

AUTHENTIC TEXT AND AUTHENTIC TASK

GUIDELINES2 AND 3: Appropriacy, response and engagement

Points out activities

Avoided or sensitive to the text and Emotional Potential

Reader

Relationship or actitude to text

Listener

Attention to musical or visual elements

Language pedagoggy

Language teacher

As Native Speaker

Task designer

Linguistic comprehension

Texts presupposes

Text

Level engagement

Learner

Anticipated reaction

Guideline 1: Consistency with communicative purpose

Communicative purpose

Basic communicative funtion

Reactional

Transactional

passive reception text

transmite information persuade soliciting instructional provocative interactive engaging

Reactive

Engaging, reational

Interactional

interactive and provocative

One transactional,

informative and persuasive

Three basic categories

Category Emotive relations

Expresing sympathy or gratitude

Aproductive reaction

Category Personal Emotion

Pleasure and Displasure

Intellectual response

Category Suasion

Physical action

advising, ordering, warning , threating and permitting

Mantein social relationship

Literature rational, Listeners and readers

Materials development

TOWARDS A FRAMEWORK FOR TASK AUTHENTICY

Authentic text for language learning

Practical implementation

Literature on materials development

Classroom task

Learning context

Real-life style task

Learners needs

language skills

Development estrategies

Pedogical task

Teaching materials

methodology and curriculum planing

criteria for task authenticity

psychological terrain

Resources books

ELT Coursebooks

TASK

Pedagogical model

communicative approach to lenguage teaching

assessment

Task outcome, individual students'of task outcome

the task

collaborative work

individual or voluntary

Pre-task whole class activity, teacher guidance and control.

Guideline 4: Approximate real life- tasks

Native speaker React

Deals with given piece of textt

Internal experience

Amount information

non-verbal sign

Particular professional context

Native Speaker task

Native Speaker Activities

Learning task

Listening and reading

Adjusting a plan on the basis

Guideline 5: Exploit learners'existing knowledge.

Language learning task

New concepts

Designing materials

Levels of social structures

Fatual thing

Daily and Leisure

Language structures a group

Individual learners group

Exploiting of the learner

Encourarating , motivating and provide incent for the new task

Linguistic

Language level

Language concepts

cultural

Idiomatic Lenguage

New task/text

Deployment prior Knowledge

Class-teacher led activities

Topic principal

Guideline 6: Promote purposeful communication.

Communicative competence

Classic activities

Communications tecnology

language

culture

Task real communication

Aspect of creativity

Outcome

Listening and audio

Communicative roots

communicative

Methodological implementation

Task Typologies

Task design

Creative task

Sharing personal Experiences

Problem-solving

Comparing

ordening Sorting

listing

task

process

outcome

SAMPLES

Language and practise language skills

Reformulation

Extension

Analysis

Interpreting and extrapolating

MAking calculation

Drawing inferes

Extracting information

Process

Communicative approach

Task Taxonomies