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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Until relatively recently, it was assumed that mastery of motor-perceptive skills was all that one needed in order to communicate successfully. I hope that the book might be of some assistance in assigning the search for the one right method to the dustbin and in helping teachers develop, select or adapt tasks which are appropriate in terms of communlcative, input, activities, roles and settings, and difficulty.

Once these have been satisfactorily specified, the curriculum content is specified. Evans Learning English through content areas: The woman was, in fact, making a socially acceptable comment to a stranger, i.

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

For example, drawing a map while listening to a tape, listening to an instruction and performing a command, may be referred to as tasks. Establishing and maintaining interpersonal relationships, and through this to exchange information, ideas, opinions, attitudes and feelings, and to get things done. In particular, we shall consider how what we know about the macroskills can be incorpor- ated into task design. We will consider later in the chapter such issues of syllabus design as when for classroom purposes we integrate skills and when we deal with them separately, and how we relate them to the aims of the learner and the goals of the programme.

I don’t want to go to the movies. 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.

Learning to Listen, p. The content is highly predictable. The task is also complete in its own right. The activity specifies what learners are to do with the input.


However, this focus on a global approach can produce problems if students consistently have problems in accurately reproducing the letter shapes. However, there is no reason why they might not also stimulate genuine communi- cation. Try to come to some sort of agreement between you on each of the activities in the list below. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.

He must learn to use feedback to judge his success, and if necessary, remedy failure by using different language. The ideas presented are relevant to teachers working in, or preparing for, a range of situations with a variety of learner types. Hover suggests the following: There is also frequent disagreement between different members of the communicative family.

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Needless to say, any shortcomings in the book are mine alone. Specialised and general purpose eesigning In Chapter 2, we looked at the nature of language from a macroskill perspective, and looked at some of the skills which contribute to the mastery of a second language. The various uses which a learner has 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. Speakers express their own ideas, wishes, opinions, attitudes, information, etc.

Adapted from Coe, Rycroft and Ernest 76 References 3.

Many reading passages can only be adequately comprehended if the reader has the relevant cultural knowledge. Write a customer review.

This has led us to explore the distinction between real-world and pedagogic tasks. Note the use of capital letters in the model sentences and then indicate where capitals are needed in the unpunctuated list. While in some ways the top-down, bottom-up distinction corresponds to the distinction between form-focused and meaning-focused tasks, there is no one-to-one correspondence. This would provide a rationale for the specification of grammatical items, functions, notions topics and so on.

There is a short section on communicative language teaching, and the role of the learner is discussed.

The bottom-up approach to speaking suggests that we start with the smallest units of language, i. Put the top back on the wash- ing basket communicahive Mark: Around forty years ago, Ralph Tyler suggested that a rational curricu- lum is developed by first identifying goals and objectives, then by listing, organising and grading the learning experiences, and finally, by finding means for determining whether the goals and objectives have been achieved Tyler Learners are also encouraged to increase their reading speed, and to develop flexible reading strategies in particular, scanning for specific information, and skimming for an overview of the text.


What are the similarities and differences between the activity types of Grellet, and those of Morris and Stewart-Dore? This final point in fact raises a major problem with the concept of ‘task’ as a unit of analysis. Con- versely, being able to remember the actual words of a spoken message does not necessarily mean that the message itself has been comprehended. A Scheme for Teacher Education. The station owners restock their properties in good years and try to rebuild their herds. Select the most appropriate first and last sentences from the alternatives provided.

Doughty and Pica’s two-way task is one edsigning learners are hardly likely to want to carry out in the real world. In real life as in the classroom, most tasks of any complexity involve more than one macroskill.

Decide which is the: Cj classroom — to tassk psychological and social resources applied to a 12 Communicative language teaching new language by learners in the classroom context. Do they facilitate second language acquisition? Bell and Burnaby This time try to find which of the man’s sentences match the following reported sentences, e. They will ask you to do things too: Were there any activity types for which you could not find examples?

Within this perspective, I make one substantial departure from the ‘traditional’ approach to curriculum design.