us still revolve knowledge changes every day my first time reading the English textbooks were English 900 yet also have to learn every day from their students otherwise they will be left behind You still teach what you call ldquotaskrdquo every day yes argue for Planning teaching should

Limiting yourself in a same place for toolong would also limit you to mPaThe teacherrsquos job is to look through a studentrsquos perspective As teachers we asked students to write essays many of the are reflective essays to learn from past experience However I do have an advantage as language teacher you are student sand a teacher the purpose is to get your student develop language competency yet learners also teach teacher as much

The essay

wracking as the teacher the first class the first meeting with students as a teacher You got a bunch of lesson plans you have got a whole bunch of back up activities and your first experience teaches you a lot However along with the us still revolve knowledge changes every day my first time reading the English textbooks were English 900 yet now no one remember about that Every year hundreds of textbooks came out the school adopted it adapted it asking for th Teachers also have to learn every day from their students otherwise they will be left behind You still teach what you call ldquotaskrdquo every day yes argue for Planning teaching should

Limiting yourself in a same place for toolong would also limit you to mPaThe teacherrsquos job is to look through a studentrsquos perspective As teachers we asked students to write essays many of the are reflective essays to learn from past experience However I do have an advantage as language teacher you are student sand a teacher the purpose is to get your student develop language competency yet learners also teach teacher as much

What do you think about these customs

Do these seem unusall to you

Do yournations follow these customs

Think in 2 minutes

What would you do in these sort of situations

How can a person point to something with your foot (marizar)s

Oh yah like this way we canrsquot do this we have to use both hands to give something to an older person like this we have to do like this (shova)

T ok so is it normal or weird in your culture to do these kinds of custom

Think about in 2 min (ask individual) and then you can discuss it with your friend

Weshould be ther on time yeah

Yes it is

T which one you should tell us which one

Yeah if you are insulting someone we have to point with our foot basically we do it between friends not between adult

So can you point your foot to someone else

Maybe

I donrsquot know

Yeah itrsquos weird

So howabout if you are sitting face to face definitely pointing my foot to your

age In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

PlanningInstructionFamiliarityMurphy task and learner interactionBreen 1987Zone of proximal development

express their opinions Originally the task cite four questions for discussion but they are not really focused and ask too much for a ten minute teaching segment so the teacher only include three questions for discussion

ask-Based Language Teaching

David Nunan

Cambridge University Press 09-12-2004 - 222 trang

Originally the role of the teacher in this task is set up as that of a facilitator and supervisor whose main job is then setting the task environment for the discussion and supervisor the process to make sure

everything going on smoothly however at the beginning the teacher had to took up another role as a prompter when it turned out that the material instruction confused the students

Role

Language-learning tasks teacher intention and earner interpretation

B Kumaravadiveu

^ ELT Journal Volume 452 April 1991 copy Oxford University Press 1991

Samuda V (2001) Guiding relationships between form and meaning during task performance The role of the teacher In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

Bygate M (2001) Effects of task repetition on the structure and control of oral language In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

Samuda (2001) specified two functions of task as shaping and refining language within the inter language resources and knowledge constructing task (language ndash activating fluency- stretching) In his study specified as potentially ldquoknowledge ndashconstructingrdquo the input data focused on the areas of meaning concerned ldquoprobability and ldquopossibilityrdquo (p126) but not on the target language epistemic modality It proved that the students by mining the input data and their previous knowledge managed to convey and negotiate meaning without displaying any target language in task objectives The teacher gradual shift from meaning towards form by mining input data and conversationally interweaving these meaning to pre-established conversational framework of the students without reformulating studentsrsquo output The teacher takes on the proactive move which Samuda call ldquoproactive precastsrdquo (p 129) Input datarsquos lexical chunk was mined in strategies to ldquohighlight novel form meaning relationshiprdquo (p130) The input data from the text and learner presentation served as launching platform for expanding language resource to fill in the gap in the studentrsquos knowledge The task design revolving around Meaning ndashform-meaning progress starting with the semantic area and gradually shift the attention to meaning form relationship During this cycle the each will be the input for the next Ideally the leaner would themselves realized the language gap and pushed to produce (Swain 1998) language within the semantics field before receiving teacherrsquos explicit scaffolding on integrating new form into the inter language and mapping to the knowledge gap Samuda argue for the mining of task input as a communication strategy a means of framing questions to the teacher about form as a resource in the

negotiation of form and meaning and propose teacherrsquos roles as create alignment with learner group scaffold implicit language focus through precast and interweaves in theprovision of positive evidence to introduce implicit focus on form-meaning frame negative feedback so that form and meaning may be integrated

Task as context for the framing reframing and unframing of language1

M Bygate University of Leeds Leeds LS2 9JT UK

Received 20 May 1998 revised 20 September 1998 accepted 8 October 1998 System 27 (1999) 33plusmn48

Willis J 1996 A Framework for Task-based Learning Longman London

Bui H Y G (2014)

ROD ELLIS (2009)

Bygate M (2001) Effects of task repetition on the structure and control of oral language In M Bygate P Skehan amp M Swain (Eds) Researching pedagogic tasks (pp 23ndash48) London Longman

Previous experience with task type can shift learnersrsquo attention from message content to message formulations or residual gain from task type exposures on fluency measure

SSLA 2051-81 Printed intheUnited States ofAmerica

RECASTS REPETITION AND AMBIGUITY IN L2 CLASSROOM DISCOURSE

Roy Lyster McGill University

1998 Cambridge University Press 0272middot263198 $950

JOURNAL OF SECOND LANGUAGE WRITING 7 (2) 113-131 (1998)

ESL Studentsrsquo Perceptions of

Effectiveness in

Peer Response Groups

GAYLE L NELSON

JOAN G CARSON

Georgia State University

Lyster ( 1998) explain that recast as negative evidence in previous studies might be explained as the combination of recast and explicit clues such as paralinguistic emphasis In his studies the majority of recasts were not followed by student-initiated repair Recasts alone do not direct studentsrsquo attention to form in the meaning making between teacher and students since it includes the correct form itself Negotiation of form including interactional moves such as elicitation metalinguistic clues clarification requests and repetition encourages student-initiated repair strategies on their previous language resource

Bui H Y G (2014) Task readiness Theoretical framework and empirical evidence from topic Familiarity strategic Planning and proficiency levels In P Skehan (Ed) Processing Perspectives on Task Performance (pp 63-94) Amsterdam John Benjamins

Bui (2014) propose that task readiness should take into account the internal as well as the external factors learners bring with them when encountering a task

The major difference between task-internal and task-external readiness is the degree of naturalness or rather the degree of ad hoc manipulation of the task prepa-ration Task-internal readiness especially topic familiarity and schematic familiaritycould be thought of as a more inherent and natural type of readiness albeit perhapsnot so much a conscious process At the same time task-external readiness has a moreartificial element in that learners have imposed upon them extra manipulations to atask A question then arises from this comparison which has a stronger influence forthe improvement of task performance 983040e literature on task research has little to offerin this regard so we will turn next to other areas for relevant insightsEvidence for the influence of topic familiarity exists mainly in st

performance on repeated tasks is affected by interim exposure to other tasks of the same type and speakersrsquo accuracy affected by task practice

Applied Linguistics 304 474ndash509 Oxford University Press 2009 doi101093applinamp042 Advance Access published on 30 November 2009

The Differential Effects of Three Types of Task Planning on the Fluency Complexity and Accuracy in L2 Oral Production

ROD ELLIS

University of Auckland and Shanghai International Studies University

Pre-task planning can be further divided into rehearsal (ie planning takes the form of an opportunity to per- form the complete task once before performing it a second time) or strategic planning (ie planning what content to express and what language to use but without opportunity to rehearse the complete task) Within-task planning can also take two forms It can be pressured (ie learners are required to perform the task rapidly by specifying a time limit) or unpressured (ie they are given an unlimited amount of time to perform the task)

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170

Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang

Language Teaching Research

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang The task is not enough Processing approaches to task-based performance

Nunan D (2004) Task-Based Language Teaching New York Cambridge University Press

Task as work plan

4 basic questions (Breen 1987)The task objective is to get learnersrsquo attention and practice to talking about different customs and create opportunities for studentsrsquo sharing their own personal experience as scaffolding for the listening text and reading text on the same topic Learner purposes ldquoachievement orientationrdquo and ldquosurvival orientationrdquo corresponding to their own perceived learning needs internal criteria genuine progress Survival purpose external criteria learnersrsquo need inferior( p26)

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

Weshould be ther on time yeah

Yes it is

T which one you should tell us which one

Yeah if you are insulting someone we have to point with our foot basically we do it between friends not between adult

So can you point your foot to someone else

Maybe

I donrsquot know

Yeah itrsquos weird

So howabout if you are sitting face to face definitely pointing my foot to your

age In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

PlanningInstructionFamiliarityMurphy task and learner interactionBreen 1987Zone of proximal development

express their opinions Originally the task cite four questions for discussion but they are not really focused and ask too much for a ten minute teaching segment so the teacher only include three questions for discussion

ask-Based Language Teaching

David Nunan

Cambridge University Press 09-12-2004 - 222 trang

Originally the role of the teacher in this task is set up as that of a facilitator and supervisor whose main job is then setting the task environment for the discussion and supervisor the process to make sure

everything going on smoothly however at the beginning the teacher had to took up another role as a prompter when it turned out that the material instruction confused the students

Role

Language-learning tasks teacher intention and earner interpretation

B Kumaravadiveu

^ ELT Journal Volume 452 April 1991 copy Oxford University Press 1991

Samuda V (2001) Guiding relationships between form and meaning during task performance The role of the teacher In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

Bygate M (2001) Effects of task repetition on the structure and control of oral language In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

Samuda (2001) specified two functions of task as shaping and refining language within the inter language resources and knowledge constructing task (language ndash activating fluency- stretching) In his study specified as potentially ldquoknowledge ndashconstructingrdquo the input data focused on the areas of meaning concerned ldquoprobability and ldquopossibilityrdquo (p126) but not on the target language epistemic modality It proved that the students by mining the input data and their previous knowledge managed to convey and negotiate meaning without displaying any target language in task objectives The teacher gradual shift from meaning towards form by mining input data and conversationally interweaving these meaning to pre-established conversational framework of the students without reformulating studentsrsquo output The teacher takes on the proactive move which Samuda call ldquoproactive precastsrdquo (p 129) Input datarsquos lexical chunk was mined in strategies to ldquohighlight novel form meaning relationshiprdquo (p130) The input data from the text and learner presentation served as launching platform for expanding language resource to fill in the gap in the studentrsquos knowledge The task design revolving around Meaning ndashform-meaning progress starting with the semantic area and gradually shift the attention to meaning form relationship During this cycle the each will be the input for the next Ideally the leaner would themselves realized the language gap and pushed to produce (Swain 1998) language within the semantics field before receiving teacherrsquos explicit scaffolding on integrating new form into the inter language and mapping to the knowledge gap Samuda argue for the mining of task input as a communication strategy a means of framing questions to the teacher about form as a resource in the

negotiation of form and meaning and propose teacherrsquos roles as create alignment with learner group scaffold implicit language focus through precast and interweaves in theprovision of positive evidence to introduce implicit focus on form-meaning frame negative feedback so that form and meaning may be integrated

Task as context for the framing reframing and unframing of language1

M Bygate University of Leeds Leeds LS2 9JT UK

Received 20 May 1998 revised 20 September 1998 accepted 8 October 1998 System 27 (1999) 33plusmn48

Willis J 1996 A Framework for Task-based Learning Longman London

Bui H Y G (2014)

ROD ELLIS (2009)

Bygate M (2001) Effects of task repetition on the structure and control of oral language In M Bygate P Skehan amp M Swain (Eds) Researching pedagogic tasks (pp 23ndash48) London Longman

Previous experience with task type can shift learnersrsquo attention from message content to message formulations or residual gain from task type exposures on fluency measure

SSLA 2051-81 Printed intheUnited States ofAmerica

RECASTS REPETITION AND AMBIGUITY IN L2 CLASSROOM DISCOURSE

Roy Lyster McGill University

1998 Cambridge University Press 0272middot263198 $950

JOURNAL OF SECOND LANGUAGE WRITING 7 (2) 113-131 (1998)

ESL Studentsrsquo Perceptions of

Effectiveness in

Peer Response Groups

GAYLE L NELSON

JOAN G CARSON

Georgia State University

Lyster ( 1998) explain that recast as negative evidence in previous studies might be explained as the combination of recast and explicit clues such as paralinguistic emphasis In his studies the majority of recasts were not followed by student-initiated repair Recasts alone do not direct studentsrsquo attention to form in the meaning making between teacher and students since it includes the correct form itself Negotiation of form including interactional moves such as elicitation metalinguistic clues clarification requests and repetition encourages student-initiated repair strategies on their previous language resource

Bui H Y G (2014) Task readiness Theoretical framework and empirical evidence from topic Familiarity strategic Planning and proficiency levels In P Skehan (Ed) Processing Perspectives on Task Performance (pp 63-94) Amsterdam John Benjamins

Bui (2014) propose that task readiness should take into account the internal as well as the external factors learners bring with them when encountering a task

The major difference between task-internal and task-external readiness is the degree of naturalness or rather the degree of ad hoc manipulation of the task prepa-ration Task-internal readiness especially topic familiarity and schematic familiaritycould be thought of as a more inherent and natural type of readiness albeit perhapsnot so much a conscious process At the same time task-external readiness has a moreartificial element in that learners have imposed upon them extra manipulations to atask A question then arises from this comparison which has a stronger influence forthe improvement of task performance 983040e literature on task research has little to offerin this regard so we will turn next to other areas for relevant insightsEvidence for the influence of topic familiarity exists mainly in st

performance on repeated tasks is affected by interim exposure to other tasks of the same type and speakersrsquo accuracy affected by task practice

Applied Linguistics 304 474ndash509 Oxford University Press 2009 doi101093applinamp042 Advance Access published on 30 November 2009

The Differential Effects of Three Types of Task Planning on the Fluency Complexity and Accuracy in L2 Oral Production

ROD ELLIS

University of Auckland and Shanghai International Studies University

Pre-task planning can be further divided into rehearsal (ie planning takes the form of an opportunity to per- form the complete task once before performing it a second time) or strategic planning (ie planning what content to express and what language to use but without opportunity to rehearse the complete task) Within-task planning can also take two forms It can be pressured (ie learners are required to perform the task rapidly by specifying a time limit) or unpressured (ie they are given an unlimited amount of time to perform the task)

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170

Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang

Language Teaching Research

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang The task is not enough Processing approaches to task-based performance

Nunan D (2004) Task-Based Language Teaching New York Cambridge University Press

Task as work plan

4 basic questions (Breen 1987)The task objective is to get learnersrsquo attention and practice to talking about different customs and create opportunities for studentsrsquo sharing their own personal experience as scaffolding for the listening text and reading text on the same topic Learner purposes ldquoachievement orientationrdquo and ldquosurvival orientationrdquo corresponding to their own perceived learning needs internal criteria genuine progress Survival purpose external criteria learnersrsquo need inferior( p26)

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

everything going on smoothly however at the beginning the teacher had to took up another role as a prompter when it turned out that the material instruction confused the students

Role

Language-learning tasks teacher intention and earner interpretation

B Kumaravadiveu

^ ELT Journal Volume 452 April 1991 copy Oxford University Press 1991

Samuda V (2001) Guiding relationships between form and meaning during task performance The role of the teacher In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

Bygate M (2001) Effects of task repetition on the structure and control of oral language In Bygate M Skehan P amp Swain M (Eds) Researching pedagogic tasks Second language learning teaching and testing (pp 119-140) Longman Essex England

Samuda (2001) specified two functions of task as shaping and refining language within the inter language resources and knowledge constructing task (language ndash activating fluency- stretching) In his study specified as potentially ldquoknowledge ndashconstructingrdquo the input data focused on the areas of meaning concerned ldquoprobability and ldquopossibilityrdquo (p126) but not on the target language epistemic modality It proved that the students by mining the input data and their previous knowledge managed to convey and negotiate meaning without displaying any target language in task objectives The teacher gradual shift from meaning towards form by mining input data and conversationally interweaving these meaning to pre-established conversational framework of the students without reformulating studentsrsquo output The teacher takes on the proactive move which Samuda call ldquoproactive precastsrdquo (p 129) Input datarsquos lexical chunk was mined in strategies to ldquohighlight novel form meaning relationshiprdquo (p130) The input data from the text and learner presentation served as launching platform for expanding language resource to fill in the gap in the studentrsquos knowledge The task design revolving around Meaning ndashform-meaning progress starting with the semantic area and gradually shift the attention to meaning form relationship During this cycle the each will be the input for the next Ideally the leaner would themselves realized the language gap and pushed to produce (Swain 1998) language within the semantics field before receiving teacherrsquos explicit scaffolding on integrating new form into the inter language and mapping to the knowledge gap Samuda argue for the mining of task input as a communication strategy a means of framing questions to the teacher about form as a resource in the

negotiation of form and meaning and propose teacherrsquos roles as create alignment with learner group scaffold implicit language focus through precast and interweaves in theprovision of positive evidence to introduce implicit focus on form-meaning frame negative feedback so that form and meaning may be integrated

Task as context for the framing reframing and unframing of language1

M Bygate University of Leeds Leeds LS2 9JT UK

Received 20 May 1998 revised 20 September 1998 accepted 8 October 1998 System 27 (1999) 33plusmn48

Willis J 1996 A Framework for Task-based Learning Longman London

Bui H Y G (2014)

ROD ELLIS (2009)

Bygate M (2001) Effects of task repetition on the structure and control of oral language In M Bygate P Skehan amp M Swain (Eds) Researching pedagogic tasks (pp 23ndash48) London Longman

Previous experience with task type can shift learnersrsquo attention from message content to message formulations or residual gain from task type exposures on fluency measure

SSLA 2051-81 Printed intheUnited States ofAmerica

RECASTS REPETITION AND AMBIGUITY IN L2 CLASSROOM DISCOURSE

Roy Lyster McGill University

1998 Cambridge University Press 0272middot263198 $950

JOURNAL OF SECOND LANGUAGE WRITING 7 (2) 113-131 (1998)

ESL Studentsrsquo Perceptions of

Effectiveness in

Peer Response Groups

GAYLE L NELSON

JOAN G CARSON

Georgia State University

Lyster ( 1998) explain that recast as negative evidence in previous studies might be explained as the combination of recast and explicit clues such as paralinguistic emphasis In his studies the majority of recasts were not followed by student-initiated repair Recasts alone do not direct studentsrsquo attention to form in the meaning making between teacher and students since it includes the correct form itself Negotiation of form including interactional moves such as elicitation metalinguistic clues clarification requests and repetition encourages student-initiated repair strategies on their previous language resource

Bui H Y G (2014) Task readiness Theoretical framework and empirical evidence from topic Familiarity strategic Planning and proficiency levels In P Skehan (Ed) Processing Perspectives on Task Performance (pp 63-94) Amsterdam John Benjamins

Bui (2014) propose that task readiness should take into account the internal as well as the external factors learners bring with them when encountering a task

The major difference between task-internal and task-external readiness is the degree of naturalness or rather the degree of ad hoc manipulation of the task prepa-ration Task-internal readiness especially topic familiarity and schematic familiaritycould be thought of as a more inherent and natural type of readiness albeit perhapsnot so much a conscious process At the same time task-external readiness has a moreartificial element in that learners have imposed upon them extra manipulations to atask A question then arises from this comparison which has a stronger influence forthe improvement of task performance 983040e literature on task research has little to offerin this regard so we will turn next to other areas for relevant insightsEvidence for the influence of topic familiarity exists mainly in st

performance on repeated tasks is affected by interim exposure to other tasks of the same type and speakersrsquo accuracy affected by task practice

Applied Linguistics 304 474ndash509 Oxford University Press 2009 doi101093applinamp042 Advance Access published on 30 November 2009

The Differential Effects of Three Types of Task Planning on the Fluency Complexity and Accuracy in L2 Oral Production

ROD ELLIS

University of Auckland and Shanghai International Studies University

Pre-task planning can be further divided into rehearsal (ie planning takes the form of an opportunity to per- form the complete task once before performing it a second time) or strategic planning (ie planning what content to express and what language to use but without opportunity to rehearse the complete task) Within-task planning can also take two forms It can be pressured (ie learners are required to perform the task rapidly by specifying a time limit) or unpressured (ie they are given an unlimited amount of time to perform the task)

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170

Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang

Language Teaching Research

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang The task is not enough Processing approaches to task-based performance

Nunan D (2004) Task-Based Language Teaching New York Cambridge University Press

Task as work plan

4 basic questions (Breen 1987)The task objective is to get learnersrsquo attention and practice to talking about different customs and create opportunities for studentsrsquo sharing their own personal experience as scaffolding for the listening text and reading text on the same topic Learner purposes ldquoachievement orientationrdquo and ldquosurvival orientationrdquo corresponding to their own perceived learning needs internal criteria genuine progress Survival purpose external criteria learnersrsquo need inferior( p26)

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

negotiation of form and meaning and propose teacherrsquos roles as create alignment with learner group scaffold implicit language focus through precast and interweaves in theprovision of positive evidence to introduce implicit focus on form-meaning frame negative feedback so that form and meaning may be integrated

Task as context for the framing reframing and unframing of language1

M Bygate University of Leeds Leeds LS2 9JT UK

Received 20 May 1998 revised 20 September 1998 accepted 8 October 1998 System 27 (1999) 33plusmn48

Willis J 1996 A Framework for Task-based Learning Longman London

Bui H Y G (2014)

ROD ELLIS (2009)

Bygate M (2001) Effects of task repetition on the structure and control of oral language In M Bygate P Skehan amp M Swain (Eds) Researching pedagogic tasks (pp 23ndash48) London Longman

Previous experience with task type can shift learnersrsquo attention from message content to message formulations or residual gain from task type exposures on fluency measure

SSLA 2051-81 Printed intheUnited States ofAmerica

RECASTS REPETITION AND AMBIGUITY IN L2 CLASSROOM DISCOURSE

Roy Lyster McGill University

1998 Cambridge University Press 0272middot263198 $950

JOURNAL OF SECOND LANGUAGE WRITING 7 (2) 113-131 (1998)

ESL Studentsrsquo Perceptions of

Effectiveness in

Peer Response Groups

GAYLE L NELSON

JOAN G CARSON

Georgia State University

Lyster ( 1998) explain that recast as negative evidence in previous studies might be explained as the combination of recast and explicit clues such as paralinguistic emphasis In his studies the majority of recasts were not followed by student-initiated repair Recasts alone do not direct studentsrsquo attention to form in the meaning making between teacher and students since it includes the correct form itself Negotiation of form including interactional moves such as elicitation metalinguistic clues clarification requests and repetition encourages student-initiated repair strategies on their previous language resource

Bui H Y G (2014) Task readiness Theoretical framework and empirical evidence from topic Familiarity strategic Planning and proficiency levels In P Skehan (Ed) Processing Perspectives on Task Performance (pp 63-94) Amsterdam John Benjamins

Bui (2014) propose that task readiness should take into account the internal as well as the external factors learners bring with them when encountering a task

The major difference between task-internal and task-external readiness is the degree of naturalness or rather the degree of ad hoc manipulation of the task prepa-ration Task-internal readiness especially topic familiarity and schematic familiaritycould be thought of as a more inherent and natural type of readiness albeit perhapsnot so much a conscious process At the same time task-external readiness has a moreartificial element in that learners have imposed upon them extra manipulations to atask A question then arises from this comparison which has a stronger influence forthe improvement of task performance 983040e literature on task research has little to offerin this regard so we will turn next to other areas for relevant insightsEvidence for the influence of topic familiarity exists mainly in st

performance on repeated tasks is affected by interim exposure to other tasks of the same type and speakersrsquo accuracy affected by task practice

Applied Linguistics 304 474ndash509 Oxford University Press 2009 doi101093applinamp042 Advance Access published on 30 November 2009

The Differential Effects of Three Types of Task Planning on the Fluency Complexity and Accuracy in L2 Oral Production

ROD ELLIS

University of Auckland and Shanghai International Studies University

Pre-task planning can be further divided into rehearsal (ie planning takes the form of an opportunity to per- form the complete task once before performing it a second time) or strategic planning (ie planning what content to express and what language to use but without opportunity to rehearse the complete task) Within-task planning can also take two forms It can be pressured (ie learners are required to perform the task rapidly by specifying a time limit) or unpressured (ie they are given an unlimited amount of time to perform the task)

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170

Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang

Language Teaching Research

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang The task is not enough Processing approaches to task-based performance

Nunan D (2004) Task-Based Language Teaching New York Cambridge University Press

Task as work plan

4 basic questions (Breen 1987)The task objective is to get learnersrsquo attention and practice to talking about different customs and create opportunities for studentsrsquo sharing their own personal experience as scaffolding for the listening text and reading text on the same topic Learner purposes ldquoachievement orientationrdquo and ldquosurvival orientationrdquo corresponding to their own perceived learning needs internal criteria genuine progress Survival purpose external criteria learnersrsquo need inferior( p26)

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

Lyster ( 1998) explain that recast as negative evidence in previous studies might be explained as the combination of recast and explicit clues such as paralinguistic emphasis In his studies the majority of recasts were not followed by student-initiated repair Recasts alone do not direct studentsrsquo attention to form in the meaning making between teacher and students since it includes the correct form itself Negotiation of form including interactional moves such as elicitation metalinguistic clues clarification requests and repetition encourages student-initiated repair strategies on their previous language resource

Bui H Y G (2014) Task readiness Theoretical framework and empirical evidence from topic Familiarity strategic Planning and proficiency levels In P Skehan (Ed) Processing Perspectives on Task Performance (pp 63-94) Amsterdam John Benjamins

Bui (2014) propose that task readiness should take into account the internal as well as the external factors learners bring with them when encountering a task

The major difference between task-internal and task-external readiness is the degree of naturalness or rather the degree of ad hoc manipulation of the task prepa-ration Task-internal readiness especially topic familiarity and schematic familiaritycould be thought of as a more inherent and natural type of readiness albeit perhapsnot so much a conscious process At the same time task-external readiness has a moreartificial element in that learners have imposed upon them extra manipulations to atask A question then arises from this comparison which has a stronger influence forthe improvement of task performance 983040e literature on task research has little to offerin this regard so we will turn next to other areas for relevant insightsEvidence for the influence of topic familiarity exists mainly in st

performance on repeated tasks is affected by interim exposure to other tasks of the same type and speakersrsquo accuracy affected by task practice

Applied Linguistics 304 474ndash509 Oxford University Press 2009 doi101093applinamp042 Advance Access published on 30 November 2009

The Differential Effects of Three Types of Task Planning on the Fluency Complexity and Accuracy in L2 Oral Production

ROD ELLIS

University of Auckland and Shanghai International Studies University

Pre-task planning can be further divided into rehearsal (ie planning takes the form of an opportunity to per- form the complete task once before performing it a second time) or strategic planning (ie planning what content to express and what language to use but without opportunity to rehearse the complete task) Within-task planning can also take two forms It can be pressured (ie learners are required to perform the task rapidly by specifying a time limit) or unpressured (ie they are given an unlimited amount of time to perform the task)

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170

Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang

Language Teaching Research

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang The task is not enough Processing approaches to task-based performance

Nunan D (2004) Task-Based Language Teaching New York Cambridge University Press

Task as work plan

4 basic questions (Breen 1987)The task objective is to get learnersrsquo attention and practice to talking about different customs and create opportunities for studentsrsquo sharing their own personal experience as scaffolding for the listening text and reading text on the same topic Learner purposes ldquoachievement orientationrdquo and ldquosurvival orientationrdquo corresponding to their own perceived learning needs internal criteria genuine progress Survival purpose external criteria learnersrsquo need inferior( p26)

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

copy 983040983040983040983040 John Benjamins Publishing Company All rights reserved

983097983097

Bui Hiu Yuet Gavin

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170

Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang

Language Teaching Research

httpltrsagepubcomcontent162170 The online version of this article can be found at

DOI 1011771362168811428414 2012 16 170Language Teaching Research Peter Skehan Bei Xiaoyue Li Qian and Zhan Wang The task is not enough Processing approaches to task-based performance

Nunan D (2004) Task-Based Language Teaching New York Cambridge University Press

Task as work plan

4 basic questions (Breen 1987)The task objective is to get learnersrsquo attention and practice to talking about different customs and create opportunities for studentsrsquo sharing their own personal experience as scaffolding for the listening text and reading text on the same topic Learner purposes ldquoachievement orientationrdquo and ldquosurvival orientationrdquo corresponding to their own perceived learning needs internal criteria genuine progress Survival purpose external criteria learnersrsquo need inferior( p26)

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

Task content of whatever kind has to be assumed to be only potential content for learninghellip A task should explicitly require learners to seek out and specify aspects of content which are familiar to them On this basis learners should then identify as precisely as possible those aspects of the content which then become the focus of learner work and such work should directly build upon already-known contentrdquo (Breen 1987 p 31)

Breen M P (1987) Learner contributions to task design In C C Murphy (Ed) Language learning tasks (Vol 7 pp 23 - 46) Englewood Cliffs Prentice Hall International

The task is used as a leading into the reading text on the topic of cultural differences

The task goal would be improving communicative goal create opportunity for students to exchange interpersonal relations and through this to exchange information ideas opinions attitudes and feelings and to get things done (Nunan p43) Forthis purpose the task partly achieve its goal Communicative breakdown

Disparity between task as work plans and task in actions thus draw out unexpected outcomes and the initial communicative breakdown at the beginning of the task Adapted from

Ellis ELT Journal Volume 511 January 1997 copy Oxford University Press 1997 The empirical evaluation of language teaching materials httpeltjoxfordjournalsorg

) Conversation and explanation serve as input for internalization of knowledge Vygotsky

His theories explain how CL can facilitate the development of cognition Within the group the interaction among members especially between slower learners with more advanced learners in the attempt to solve tasks might operate within the zone of proximal development Ohta (1995) His findings support that ZPD occurs in peer interaction and that peer interaction enables learners to act as expert and novice with different expertise He concludes that ldquoeach peer contributes his or her own strengths to the collaborative construction of the interactionrdquo (Ohta 1995 p 110) In other words better learners can also benefit themselves with the contribution of less advanced learners This pooling of knowledge coined ldquocollective scaffoldingrdquo can result in better result than individual working (Donato as cited in Ellis amp Sandra 1999)

Ellis R amp Sandra F (1999) Learning a Second Language through Interaction Amsterdam John Benjamin Publishing company

Ohta A S (1995) Applying Sociocultural Theory to an Analysis of Learner Discourse Learner-Learner Collaborative Interaction in the Zone of Proximal Development Applied Linguistics 6(2) 93-121

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes

open ended tasks on the one hand might be argued to intrigue learner motivation yet the open tasks with unpredicted outcomes would be a more valuable and intrigue resource for observation and in depth qualitative studies The characteristics of instability make it un irresistible for contrast and denying all the linear and monotonous routine of classroom culture where teacher give and student takes