第五届全国旅游院校技能大赛题库(.pptVIP

RESULTS Features considered in the participants’ exercises Features considered in the participants’ exercises RESULTS (cont....) RESULTS RESULTS What is lacking in some participants’ task design? CONCLUSIONS * * LANGUAGE TASKS AND EXERCISES: HOW DO TEACHERS PERCEIVE THEM? Rosely Perez Xavier, Ph.D. Federal University of Santa Catarina rosely@ced.ufsc.br Florianópolis, Brazil SOME DEFINITIONS Exercises are activities that call for primarily form-focused language use. (ELLIS, 2003, p.3) require a deliberate manipulation or practice of a linguistic feature by the learner (items of vocabulary, rules of grammar, semantic chunks). involve both a linguistic purpose and an outcome intended to show how well the learner is able to display particular targeted forms. promote language learning through an explicit and intentional process. SOME DEFINITIONS Tasks are activities that call for primarily meaning-focused language use. (ELLIS, 2003; NUNAN, 1989; SKEHAN, 1998) intend to engage learners in using the target language for a communicative purpose (e.g., to show understanding, to complete a form, to compare two pictures). involve a defined outcome derived from some work done using language for comprehension and/or production. promote language learning through an incidental or implicit process. RESEARCH QUESTIONS How do pre-service Brazilian teachers of English recognize exercises and tasks? What aspects do they consider a task and an exercise to have when devising and analyzing them? What is the scope of their misunderstanding? METHOD Participants 20 pre-service Brazilian teachers of English as a foreign language. They were attending the last year of an English teacher education program in a federal university in the south of Brazil Most of them were in their twenties with little or no experience in English language teaching. METHOD Data collection All the participants were asked to perform three tasks: to devise an exercise and a communicati