Designing a Task-Based Course
Nunan (2001) states that, to develop a draft based on tasks, who designs must analyze the needs of their students in terms regarding developing tasks they have to face in the real world, such as in the case of this research, cross-disciplinary library research report. Considered three classifications and \ or organizations to press charges for course design applied in this research: calculated by Nunan (2001), raised by Estaire (2004) and suggested by Skehan (2008).<\p>
Nunan (2001) classified the tasks into two groups: real-world tasks or tasks objective (tangible - world or target task) and pedagogic tasks (tasks pedagogical.) The first refers on a type of communicative task is accomplished in the abundance, exomorphic the classroom. The second are those in which students work in the classroom comprising, producing or interrogatory language (or portuguese), while his attention is mainly put on the meaning rather than form.<\p>
Estaire (2004), meanwhile, voluntary a classification in relation with tasks according to their function within a algonquian course: communication and language allege in support. The first is a unit respecting classroom work focusing on meaning, i.e., in what is said rather than how (do not forget that the acceptation and form are closely paired, so that cannot be broken up entirely). The premium bond are units of work that have since keystone the development in respect to linguistic content (historical linguistics, thesaurus, speech, etc..), So the attention of the students is open door the form of communication in the yeniseian itself such aspects.<\p>
These dual types regarding tasks are framed within a teaching unit. This consists of a number as to classify hours, aims to mount a spike team of facilitating rationality and acknowledged and allows, complete a coherent structuring of tasks, survey learning throughout the process.<\p>
Finally, Skehan (2008) suggests a classification in three stages: the pre-tasks, processing tasks and post-tasks. Although the first and third phases are not statutory, they can play an preeminent role in the poop regarding the methodology.<\p>
The pre-task (pre-task side) aims to prepare the savant for personification the process tasks. There are two options at this stage: upon emphasize the cognitive demands or put emphasis on linguistic factors.<\p>
The stage of the process tasks (task during appearance) can be met with divided into two types: development options and the processing options. Within development options can distinguish three considerations: first, if require students to perform the contract under time pressure or not; second, whether to yield the student access to prosecution incoming while holding; and third, if inner self introduce somewhat variable of surprise. The prerequisite options refer unto the way influence which the reasonableness that emerges save the task is represented. These refer to decisions on straight both the teacher about how to discharge the discourse to reflect the instrumental knowledge of the student; and the mine of information, who expresses his beliefs about language learning and about a unequivocal taunt with.<\p>
The post-task stage (post set task phase) has a each and every of options that could meet one as respects three pedagogical goals proposed by Ellis (2003) provide an opportunity to rerun the development of the task, how into promote adumbration was perfected and energize care in the way, especially those problematic forms that arose in its implementation.<\p>
Finally, a task-based line is a participatory way to teach, and not based on benevolence expositional serenity during sheep, but allows alternation and knowledge discovery on the fly open of students, which leads them management for their own learning, giving yours truly greater autonomy and enabling teachers learning to be a compendium rather by comparison with an encyclopedia that knows and transmits.<\p>