GRIN Verlag, 2008 - 40 pages
Seminar paper from the year 2007 in the subject English - Discussion and Essays, grade: 1, University of Auckland (Department of Applied Language Studies and Linguistics), course: Task-based Language Teaching, 9 entries in the bibliography, language: English, abstract: Introduction When our group was discussing the level of proficiency and the interests/preferences of the learners that would work on our task, we came to the conclusion that a thrilling story with interpersonal conflicts would be perfectly suitable. I started off with the first chapter and passed it on to the next person, who then added chapter two, introducing a new character to the plot. As we had five people in our group, the final story consists of five paragraphs and five different characters. Each of us comes from a different cultural background, which gives the story different perspectives. When I started with the first chapter I did not imagine the end to be as it is now. I was geared to French and Scandinavian thrillers, and therefore made my character come alive from a European viewpoint. Chapter three, four and five were written by our female, Asian group members, whose view of relationships and dilemmas are very different from mine. Their focus lies in double-faced characters, responsibilities towards family members and the burden of a student or working life. Chapter two was produced by the only native English speaker of our group, as can be seen by his use of vocabulary and sentence structure. This chapter also describes the most complex relation between people, with a third, nameless player entering the stage. Personal and literal experiences have had distinct influences on us and hence, a diverse outcome has been produced by us. I consider our group work as a task by itself, the task to design a task. We had to use our second language in order to communicate in the seminar room. We had to write our story in our second language, using our own linguistic resources. We also had to send
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address the learner akademische Texte arguments Bananorama Bill Carpenter Bill’s boss Bill Bruce Rush Bygate Carpenter _______ Christopher Rush class and debate class discussion decision-making task Design in Language Design Who killed discuss their results Dolly Carpenter effect on fluency Ellis exotic fruit company final list former employee Chris GRIN Verlag group discussion group list group work phase Heah and Shu individual list Interpretation task Janet Rush killed the boss Language Teaching learner’s interests learners are supposed Learners of group learning English Liliom Strauch Task linguistic Materials Design Mmh L1 murderous task GRIN number one suspect Nunan online planning open task opinion gap overall ranking personal rankings prioritising task Ramaut read the story Renandya Rush _______ ________ SEAMEO Regional Language second language Shu Yun Singapore Strauch Task Design student’s individual Taiwanese Task-Based Language Learning thriller topic unknown tropical disease verbal reaction talking whole class wife Dolly Zealand