•  
  •  
 

Publication Date

3-1-2015

Abstract

This paper will focus on the contributions Goal Setting and Task Analysis can make to more effective Task-Based language learning and teaching. Task-Based Language Learning and Teaching has received sustained attention from teachers and researchers for over thirty years (Ellis, 2003; Leaver & Willis, 2004; Long, 1985; Loschky & Bley-Vroman, 1993; Nunan, 2006; Willis & Willis, 2007). It is a well-established pedagogy that includes the following characteristics: major focus on authentic and real-world tasks, choice of linguistic resources by learners, and a clearly defined non-linguistic outcome (Ellis, 2003). Important as a focus on real life tasks and authentic language is, learners still need help accomplishing these tasks especially if the goal is for them to eventually be able to accomplish tasks on their own. Promoting goal setting and task analysis will add value by helping learners plan how they approach a task. If teachers take the time to help learners understand how to plan their individual approaches to a task, the results can be quite rewarding for both teacher and student. These rewards include a transformed learning environment as learners show increased motivation, especially feelings of self-efficacy1 , increased self-esteem, increased ability to problem solve, increased learner ability to take control of their learning, greater focus on the learning process, and even transfer of planning skills to other subjects and their personal lives (Castrillón, Jaramillo & Lopez, 2013; Clemente & Rubin, 2008; Tutistar Jojoa & Ballesteros Muñoz, 2013).

Download

Share

COinS