MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C66E15.229904E0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. 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Task-Based Language Teaching

Three Dimensions of Language Teaching

Task-Based Teaching=

Rationale for Using= Tasks

Defining a ‘Task’

Types of Task

An Example of a Ped= agogic Task

Some Typical Pedago= gic Tasks

A Real-World Task

A Focussed Task=

A Focussed Task=

Two Approaches to U= sing Tasks

Designing a Task-Ba= sed Curriculum

The Methodology of Task-Based Teaching

The Pre-Task Phase<= /a>

The Main Task Phase=

The Post-Task Phase=

Focussing on Form

Three Types of Focu= s on Form

Reactive Focus on F= orm: An Example

Dual Focus<= /font>

Swan’s Critique of = TBLT

Swan’s Critique of = TBLT

The Danger of Piginization

The Teacher’s Role<= /a>

Input and Output

Pedagogic Problems = and Solutions

Problems with the Educational System and Solutions

Conclusions=

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Task-Based Language Teaching
Rod Ellis
University of Auckl= and

Three Dimensions of Language Teaching
Goal (i.e. ‘why’ th= e language is being taught)
Content (i.e. ‘what= ’ is taught)
-  Type A syllabuses
-  Type B syllabuses
Methodology (i.e. ‘= how’ it is taught)
-  accuracy
-  fluency

Task-Based Teaching=

Rationale for Using= Tasks
Developing implicit= knowledge – learners can best develop implicit knowledge of a second language incidentally through the effort to communicate.
Automatization – le= arners can only gain in fluency by attempting to use the L2 in real operating conditions.

Defining a ‘Task’
A task is a goal di= rected.
A task involves a p= rimary focus on meaning.
The participants ch= oose the linguistic resources needed to complete the task.
A task has a clearl= y defined outcome.

Types of Task
Unfocussed tasks
a.  Pedagogic
b.  Real world
Focussed tasks

An Example of a Ped= agogic Task
Four students – eac= h has one picture and describes it to the rest of the class.
Students from the r= est of the class ask the four students questions about their pictures.
One student from th= e class tries to tell the story.
If necessary Steps = 2 and 3 are repeated.

Some Typical Pedago= gic Tasks
Information-gap tas= ks (e.g. Same or Different)
Opinion-gap tasks (= e.g. Balloon debates)
Reasoning-gap tasks=
Personal tasks
Role-play tasks
Note: Tasks can be = dialogic or monologic; they can be performed orally or in writing.

A Real-World Task
    Look at the e-mail message below. L= isten to Mr. Pointer’s instructions on the tape. Make notes if you want to. Then write a suitable reply to Lesieur.
Dear Mr. Pointer
Please send flight = number, date and time of arrival
 and I will arrange for someone to meet= you at the
 airport.
Lesieur.

A Focussed Task=
Can you spot the di= fferences?
    B

A Focussed Task=
Can you spot the di= fference?
  A

Two Approaches to U= sing Tasks
Use tasks to suppor= t a Type A approach.
- task-supported t= eaching (Type A)
- weak form of com= municative language teaching
Use tasks as the ba= sis for teaching
- task-based teach= ing (Type B)
- strong form of c= ommunicative teaching

Designing a Task-Ba= sed Curriculum
Select task types a= ccording to general level.
Determine the theme= s/topics of the tasks
Grade tasks in term= s of task difficulty
Specify language/sk= ills/ text types required to perform the task.

The Methodology of Task-Based Teaching
Three phases in a t= ask-based lesson:
Pre-task phase
Main task phase
Post-task phase

The Pre-Task Phase<= /a>
Some options:
Allow the students = time to plan.
Provide a model
Do a similar task
Pre-teach key lingu= istic items

The Main Task Phase=
Some options:
Whole-class vs. sma= ll group work
Set a time for comp= leting the task.
Vary the number of participants.
Introduce a surpris= e element.
Tell students they = will have to present a report to the whole class.

The Post-Task Phase=
Some options:
Students give a rep= ort.
Repeat task (e.g. s= tudents switch groups)
Consciousness-raisi= ng activities.

Focussing on Form
Opportunities to fo= cus on form arise in task-based teaching:
Definition:<= /td>
   Focus on form … overtly draws studen= ts’ attention to linguistic elements as they arise incidentally in lessons wh= ose overriding focus is on meaning or communication. (Long 1991)
cf.  Focus on forms

Three Types of Focu= s on Form
Reactive focus on f= orm (error correction)
Teacher-initiated f= ocus on form
Student-initiated f= ocus on form

Reactive Focus on F= orm: An Example
T:  What were you doing?
S:  I was in pub
       (2)
S:   I was in pub
T:   In the pub?
S:   Yeh and I was drinking beer with my<= /font>
       friend.

Dual Focus<= /font>
Learner 1: And what= did you do last weekend?
Learner 2: … I trie= d to find a pub where you don’t see – where you don’t see many tourists. And I find o= ne
Teacher: Found.
Learner 2: I found = one where I spoke with two English women and we spoke about life in
Canterbury or thing= s and after I came back
Teacher: Afterwards= …

Swan’s Critique of = TBLT

Swan’s Critique of = TBLT

The Danger of Piginization
L1:  What?
L2:  Stop.
L3:  Dot?
L4:  Dot?
L5:  Point?
L6:  Dot?
LL: Point, point, y= eh.
L1:  Point?
L5:  Small point.
L3:  Dot
(From Lynch 1989, p= . 124; cited in Seedhouse 1999).
     But tasks can be structured to pro= mote more complex and accurate interaction.

The Teacher’s Role<= /a>
Swan denigrates TB= LT on the basis that the teacher is relegated to the role of manager and facilitato= r of interaction.
But the teacher ca= n also be supplier of input and also a source of feedback. Not all TBLT lessons are learner-centred.

Input and Output
Swan –
“It remains true t= hat TBI provides learners with substantially less new language than traditional approaches. This seems a serious weakness.”
Tasks can involve = all four skills. Many tasks involve input only (i.e. are listening or reading task= s).

Pedagogic Problems = and Solutions

Problems with the Educational System and Solutions

Conclusions=
Task-based teaching= offers the opportunity for ‘natural’ learning inside the classroom.
It emphasizes meani= ng over form but can also cater for learning form.
It is intrinsically= motivating.
It is compatible wi= th a learner-centred educational philosophy but also allows for teacher input.=
It caters to the de= velopment of communicative fluency while not neglecting accuracy.
It can be used alon= gside a more traditional approach.

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AAAAAAAAAAAAAAAAAAAAAAiJAK8JtLYKkUFWsmYJXHiNlZ48BiMiYsWQVZ6LgSRGXPjwoh6NBgNd W3WxZEaNXFgBKnkRkMRAe6wEWskSYiA9OPVYeULTY5ecQFes1LPHi9GfQPWsYNXFqFMvSa2suPbU KVKcK0Qiqurl6pOpArlCVZp14axAM2Z0aWqFRFmGDQOxWEE3EEWBAQEAOw== ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/v3_slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
Task-Based Language Teaching
<= /td> <= /td>
R= od Ellis
University of Auckland
------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/v3_master17_background.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlh3AFlAXcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAADb AWQBgAAAAP7+1gL/jI+py+0Po5y02ouz3rz7D4biSJbmiabqyrbuC8fyTNf2jef6zvf+DwwKh8Si 8YhMKpfMpvMJjUqn1Kr1is1qt9yu9wsOi8fksvmMTqvX7Lb7DY/L5/S6/Y7P6/f8vv8PGCg4SFho eIiYqLjI2Oj4CBkpOUlZaXmJmam5ydnp+QkaKjpKWmp6ipqqusra6voKGys7S1tre4ubq7vL2+v7 CxwsPExcbHyMnKy8zNzs/AwdLT1NXW19jZ2tvc3d7f0NHi4+Tl5ufo6err7O3u7+Dh8vP09fb3+P n6+/z9/v/w8woMCBBAsaPIgwocKFDBs6fAgxosSJFCtavIgxo8aN/xw7evwIMqTIkSRLmjyJMqXK lSxbunwJM6bMmTRr2ryJM6fOnTx7+vwJNKjQoUSLGj2KNKnSpUybOn0KNarUqVSrWr2KNavWrVy7 ev0KNqzYsWTLmj2LNq3atWzbun0LN67cuXTr2r2LN6/evXz7+v0LOLDgwYQLGz6MOLHixYwbO34M ObLkyZQrW76MObPmzZw7e/4MOrTo0aRLmz6NOrXq1axbu34NO7bs2bRr276NO7fu3bx7+/4NPLjw 4cSLGz+OPLny5cybO38OPbr06dSrW7+OPbv27dy7e/8OPrz48eTLmz+PPr369ezbu38PP778+fTr 27+PP7/+/fz7+2H/D2CAAg5IYIEGHohgggouyGCDDj4IYYQSTkhhhRZeiGGGGm7IYYcefghiiCKO SGKJJp6IYooqrshiiy6+CGOMMs5IY4023ohjjjruyGOPPv4IZJBCDklkkUYeiWSSIRQAADs= ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/v3_slide0002.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
= =
Three Dimensions of Language
Teaching
<= /td> <= /td> <= /td> <= /td> <= /td> <= /td>
Goal (i.e. ‘why’ the language is being taught)
Content (i.e. ‘what’ is taught)
   -  Type A syllabuses
   -  Type B syllabuses
Methodology (i.e. ‘how’ it is taught)
   -  accuracy
   -  fluency
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Task-Based Teaching
Goal
Content
Methodology
<= /td>
Ability to
com= municate
<= /td> <= /td> <= /td>
Typ= e B (i.e. a
seri= es of
mess= age-
focu= sed
tasks)
<= /td> <= /td>
Flue= ncy (i.e.
focus on<= br>
mess= age
conv= eyance)
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Rationale for Using Tasks
<= /td> = <= /td> =
1. Dev= eloping implicit knowledge – learners
can= best develop implicit knowledge of a
sec= ond language incidentally through the
eff= ort to communicate.
2. Aut= omatization – learners can only gain in
flu= ency by attempting to use the L2 in real
ope= rating conditions.

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Defining a ‘Task’
<= /td> <= /td> <= /td> = <= /td> <= /td>
1. A t= ask is a goal directed.
2. A t= ask involves a primary focus on
mean= ing.
3. The= participants choose the linguistic
res= ources needed to complete the
task= .
4. A t= ask has a clearly defined outcome.
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Types of Task
<= /td> = <= /td>
1. Unf= ocussed tasks
   a.  Pedagogic
   b.  Real world
2. Foc= ussed tasks
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= <= /td>
An Example of a Pedagogic
Task
<= /td> <= /td> = <= /td>
1. Fou= r students – each has one picture and
des= cribes it to the rest of the class.
2. Stu= dents from the rest of the class ask the
fou= r students questions about their pictures.
3. One= student from the class tries to tell the
stor= y.
4. If = necessary Steps 2 and 3 are repeated.
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= <= /td>
Some Typical Pedagogic
Tasks
<= /td> <= /td> <= /td> <= /td> = <= /td>
1. Inf= ormation-gap tasks (e.g. Same or
Diff= erent)
2. Opi= nion-gap tasks (e.g. Balloon debates)
3. Rea= soning-gap tasks
4. Per= sonal tasks
5. Rol= e-play tasks
No= te: Tasks can be dialogic or monologic; they
can= be performed orally or in writing.
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A Real-World Task
<= /td> <= /td> <= /td> =
    Look at the e-mail message below. Listen to Mr.
Poi= nter’s instructions on the tape. Make notes if you
wan= t to. Then write a suitable reply to Lesieur.
Dea= r Mr. Pointer
Ple= ase send flight number, date and time of arrival
 and I will arrange for someone to me= et you at the
 airport.
Lesi= eur.
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A Focussed Task
=
Can= you spot the differences?
             <= font face=3DArial size=3D2>B
TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
A Focussed Task
=
Can= you spot the difference?
             <= font face=3DArial size=3D2>A
TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH
= <= /td>
Two Approaches to Using
Tasks
<= /td> <= /td> = <= /td> <= /td>
1. Use= tasks to support a Type A approach.
   - task-supported teaching (Type A)<= /font>
   - weak form of communicative langua= ge
teac= hing
2. Use= tasks as the basis for teaching
   - task-based teaching (Type B)
   - strong form of communicative teac= hing
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<= /td> =
Designing a Task-Based
Curriculum
<= /td> <= /td> = <= /td> <= /td> <= /td>
1. Sel= ect task types according to general
leve= l.
2. Det= ermine the themes/topics of the
task= s
3. Gra= de tasks in terms of task difficulty
4. Spe= cify language/skills/ text types
req= uired to perform the task.
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= =
The Methodology of Task-Based
Teaching
<= /td> = <= /td>
Thr= ee phases in a task-based lesson:
1. Pre= -task phase
2. Mai= n task phase
3. Pos= t-task phase
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The Pre-Task Phase
<= /td> = <= /td> =
Som= e options:
1. All= ow the students time to plan.
2. Pro= vide a model
3. Do = a similar task
4. Pre= -teach key linguistic items
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The Main Task Phase
<= /td> = = <= /td> <= /td> <= /td>
Som= e options:
1. Who= le-class vs. small group work
2. Set= a time for completing the task.
3. Var= y the number of participants.
4. Int= roduce a surprise element.
5. Tel= l students they will have to present
a r= eport to the whole class.
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The Post-Task Phase
<= /td> <= /td> <= /td> = <= /td>
Som= e options:
1. Stu= dents give a report.
2. Rep= eat task (e.g. students switch
grou= ps)
3. Con= sciousness-raising activities.
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Focussing on Form
<= /td> <= /td> <= /td> <= /td> = <= /td> <= /td> <= /td> <= /td>
Opportunities to focus on form arise in task-
= based teaching:
D= efinition:
=    Focus on form … overtly draws stud= ents’
= attention to linguistic elements as they
= arise incidentally in lessons whose
= overriding focus is on meaning or
= communication. (Long 1991)
= cf.  Focus on forms
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= <= /td>
Three Types of Focus on
Form
<= /td> = = <= /td>
1. Rea= ctive focus on form (error
cor= rection)
2. Tea= cher-initiated focus on form
3. Stu= dent-initiated focus on form
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= =
Reactive Focus on Form: An
Example
<= /td> <= /td> <= /td> <= /td>
T:<= span style=3D'mso-spacerun:yes'>  What were you doing?
S:<= span style=3D'mso-spacerun:yes'>  I was in pub
       (2)
= S:   I was in pub
= T:   In the pub?
= S:   Yeh and I was drinking beer wi= th my
       friend.
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Dual Focus
<= /td> = <= /td> = <= /td> <= /td> <= /td>
Lea= rner 1:   And what did you do last weekend?
Lea= rner 2:   … I tried to find a pub where you
don= ’t see – where you don’t see many
tou= rists. And I find one
Tea= cher:   Found.
Lea= rner 2:   I found one where I spoke with two<= /font>
Eng= lish women and we spoke about life in
Can= terbury or things and after I came back
Tea= cher:   Afterwards …
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Swan’s Critique of TBLT
Assumption
Critique<= br>
Response<= br>
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Swan’s Critique of TBLT
Assumption
Swan’s Critique=
Response<= br>
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The Danger of Piginization
<= /td> <= /td> <= /td> <= /td> <= /td> =
L1:<= span style=3D'mso-spacerun:yes'>  What?
L2:<= span style=3D'mso-spacerun:yes'>  Stop.
L3:<= span style=3D'mso-spacerun:yes'>  Dot?
L4:<= span style=3D'mso-spacerun:yes'>  Dot?
L5:<= span style=3D'mso-spacerun:yes'>  Point?
L6:<= span style=3D'mso-spacerun:yes'>  Dot?
LL:= Point, point, yeh.
L1:<= span style=3D'mso-spacerun:yes'>  Point?
L5:<= span style=3D'mso-spacerun:yes'>  Small point.
L3:<= span style=3D'mso-spacerun:yes'>  Dot
(F= rom Lynch 1989, p. 124; cited in Seedhouse 1999).
     But tasks can be structured to p= romote more complex and accurate
inte= raction.
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The Teacher’s Role
<= /td> <= /td> = <= /td> <= /td>
   Swan denigrates TBLT on the basis t= hat
the= teacher is relegated to the role of
man= ager and facilitator of interaction.
   But the teacher can also be supplie= r of
inp= ut and also a source of feedback.
Not= all TBLT lessons are learner-
centred.<= br>
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Input and Output
<= /td> <= /td> = <= /td> <= /td> <= /td>
   Swan –
   “It remains true that TBI provides<= /font>
lea= rners with substantially less new
lan= guage than traditional approaches.
Thi= s seems a serious weakness.”
   Tasks can involve all four skills. = Many
tas= ks involve input only (i.e. are
lis= tening or reading tasks).
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Pedagogic Problems and Solutions
Problem
Solution<= br>
<= /td> <= /td> <= /td>
1. = Students lack
prof= iciency to
com= municate in the
L2
<= /td> <= /td> <= /td>
Dev= ise activities that
dev= elop ability to
com= municate
gradually.
<= /td> <= /td>
2.  Students
unw= illing to speak
Eng= lish in class.
= <= /td>
Use small group=
wor= k; allow planning
tim= e; learner training
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= =
Problems with the Educational System<= br>
and Solutions
Problems<= br>
Solutions=
=
1.  Emphasis on
‘kn= owledge’ learning
<= /td>
Rev= iew philosophy
of education.
<= /td>
2.<= span style=3D'mso-spacerun:yes'>  Examination
system
<= /td> <= /td>
Dev= elop new more
com= municative
exams
3.  Large classes
<= /td> <= /td> <= /td>
Use= small group
wor= k; develop tasks
sui= ted to large
classes.<= br>
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Conclusions
<= /td> <= /td> <= /td> <= /td> <= /td> <= /td> <= /td> <= /td>
1. Tas= k-based teaching offers the opportunity for
‘na= tural’ learning inside the classroom.
2. It= emphasizes meaning over form but can also
cat= er for learning form.
3. It = is intrinsically motivating.
4. It= is compatible with a learner-centred educational
phi= losophy but also allows for teacher input.
5. It = caters to the development of communicative
flu= ency while not neglecting accuracy.
6. It = can be used alongside a more traditional
appr= oach.
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Task-Based Language Teaching
Rod Ellis
University of Auckland
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Three Dimensions= of Language Teaching
3D"*"Goal (i.e. ‘why’ the lang= uage is being taught)
3D"*"Content (i.e. ‘what’ is taught)
• -  Type A syllabuses
• -  Type B syllabuses
3D"*"Methodology (i.e. ‘how’ i= t is taught)
• -  accuracy
• -  fluency
•
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Task-Based Teachi= ng
Fluency (i.e. focus on message conveyance)
Type B (i.e. a series of message-focused tasks)
Ability to communicate
Methodology
Content
Goal
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Rationale for Usi= ng Tasks
1.Developing implicit knowledge – learners can b= est develop implicit knowledge of a second language incidentally through the effort to communicate.
2.Automatization – learners can o= nly gain in fluenc= y by attempting to use the L2 in real operating conditions.
•
• 
1.
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Defining a ‘Task’
1.<= /span>A task is a goal directed.
2.<= /span>A task involves a primary focus on meaning.
3.The participants choose the linguistic resources needed to complete the task.
4.<= /span>A task has a clearly defined outcome.
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Types of Task
1.<= /span>Unfocussed tasks
• a.  Pedagogic
• b.  Real world
2.<= /span>Focussed tasks
•
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An Example of a Pedagogic Task
1.Four students – each has one picture and describes it to the rest of the class= .
2.Students from the rest of the class ask the four students questions about their pictures.
3.One student from the class tries to tell the = story.
4.If necessary Steps 2 and 3 are repeated.
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Some Typ= ical Pedagogic Tasks
1.Information-gap tasks (e.g. Same or Different)
2.Opinion-gap tasks (e.g. Balloon debates)
3.Reasoning-gap tasks
4.Personal tasks
5.Role-play tasks
•Note: Tasks can be dialogic or monologic; they can be performed orally or in writing= .
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A Real-World Task=
•    Look at the e-mail message below. Listen to Mr. Pointer’s instructions on the t= ape. Make notes if you want to. Then write a suitable reply to Lesieur.
•
•Dear Mr. Pointer
•Please send flight number, date and t= ime of arrival
• and I will arrange for someone to me= et you at the
• airport.
•Lesieur.
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A Focussed Task
•Can you spot = the differences?
•
•     B
A
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A Focussed Task
•Can you spot the difference?
•
•
•   A
B
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Two Appr= oaches to Using Tasks
1.Use tasks to support a Type A approach.
• - task-supported teaching (Type A)
• - weak form of communicative language teaching
2.Use tasks as the basis for teaching
• - task-based teac= hing (Type B)
• - strong form of communicative teaching
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Designin= g a Task-Based Curriculum
1.<= /span>Select task types according to general level.
2.<= /span>Determine the themes/topics of the tasks
3.<= /span>Grade tasks in terms of task difficulty
4.<= /span>Specify language/skills/ text types required to perform the task.
5.
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The Methodology of Task-Based Teachi= ng
•Three phases = in a task-based lesson:
1.<= /span>Pre-task phase
2.<= /span>Main task phase
3.<= /span>Post-task phase
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The Pre-Task Phas= e
•Some options:=
•
1.<= /span>Allow the students time to plan.
2.<= /span>Provide a model
3.<= /span>Do a similar task
4.<= /span>Pre-teach key linguistic items  
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The Main Task Pha= se
•Some options:=
1.<= /span>Whole-class vs. small group work
2.<= /span>Set a time for completing the task.
3.<= /span>Vary the number of participants.
4.<= /span>Introduce a surprise element.
5.<= /span>Tell students they will have to present a report to the whole class.
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The Post-Task Pha= se
•Some options:=
•
1.<= /span>Students give a report.
2.<= /span>Repeat task (e.g. students switch groups)
3.<= /span>Consciousness-raising activities.
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Focussing on Form=
•Opportunities to focus on form arise in task-= based teaching:
•Definition:
•   Focus on form … overtly draws students’ attention to linguistic elements a= s they arise incidentally in lessons whos= e = overriding focus is on meaning or = = communication. (Long 1991)
•cf.  Focus on forms
• =
•
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Three Ty= pes of Focus on Form
1.<= /span>Reactive focus on form (error correction)
2.<= /span>Teacher-initiated focus on form
3.<= /span>Student-initiated focus on form
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Reactive Focus on Form: An Example
•T:  What were you doing?
•S:  I was in pub
•       (2)=
•S:   I w= as in pub
•T:   In = the pub?
•S:   Yeh= and I was drinking beer with my
•    &nbs= p;  friend.
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Dual Focus=
•Learner 1: And wha= t did you do last weekend?
•Learner 2: … I tried to find a pub where you don’t see – where you donR= 17;t see many tourists. And I find one&= #13;
•Teacher: Found.
•Learner 2: I found one where I spoke with two English women and we spoke about life in =
•Canterbury or things and after I came back
•Teacher: Afterwards …&= #13;
•
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Swan’s Crit= ique of TBLT
TBLT does  not claim this is the o= nly way
Response =
Critique =
Assumption<= span lang=3DEN-GB style=3D'mso-special-format:lastCR;display:none'> =
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Swan’s Crit= ique of TBLT
Agreed. TBLT serves as an approach for developing all aspects of an L2.
Learning another language is as much about learning = vocabulary as grammar
TBLT prioritizes the acquisition of grammar.
Incidental attention to form is extensive; some of it hits and some of misses. Enough hits to make it effective for acquisition.
The evidence for developmental sequences is limited; if they do exist they also nullify incidental focus on form
The existence of developmental sequences makes a structural syllabus = unworkable.
TBLT is not dependent on conscious noticing; it caters to both conscious and unconscious learning.
Not all acquisition involves conscious attention to form.
Conscious noticing of form is = necessary for acquisition.
It is not the only way; but it is the most efficient way to develop the implicit knowledge needed for fluent communicative use.
There is no evidence to show that this is the only way acquisition takes place.
Acquisition takes place on-line during communication,
Response
Swan’s Critique
Assumption
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The Danger of Piginization
•L1:  What?
•L2:  Stop.
•L3:  Dot?
•L4:  Dot?
•L5:  Point?
•L6:  Dot?
•LL: Point, point, yeh.
•L1:  Point?
•L5:  Small poi= nt.
•L3:  Dot
•(From Lynch 1989, p. 124; cited in Seedhouse 1999).<= span style=3D'font-family:"Times New Roman";mso-ascii-font-family:Arial;mso-bid= i-font-family: "Times New Roman";font-size:56%;display:none'>
•
•   = ;  But tasks can be structured to promote more complex and accurate = interaction.
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The Teacher’= ;s Role
• Swan denigrates TBLT on the = basis that the teacher is relegated to = the role of manager and facilitator of interaction.
•
• But the teacher can also be supplier of input and also a source of feedback. Not all TBLT less= ons are learner-centred.
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Input and Output<= /span> =
• Swan –
• “It remains true that = TBI provides learners with substantially = less new language than traditional approaches. This seems a seri= ous weakness.”
• Tasks can involve all four s= kills. Many tasks involve input only (i.e= . are listening or reading tasks).
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Pedagogic Problems and Solutions <= /span>
Use small group work; allow planning time; learner training
2.  S= tudents unwilling to speak English in class.
Devise activities that develop ability to communicate gradually.
1. Students lack proficiency to communicate in the L2
Solution
Problem
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Problems with the Educational System and Solutions
Use small group work; develop tasks suited to large classes.
3.  Large classes
Develop new more communicative exams
2.  Examination system
Review philosophy of education.
1.  E= mphasis on R= 16;knowledge’ learning
Solutions
Problems
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Conclusions
1.Task-based teaching offers the opport= unity for ̵= 6;natural’ learning inside the classroom.
2.It emphasizes meaning over form but c= an also cater for learning form. <= /span>
3.It is intrinsically motivating. <= /span>
4.It is compatible with a learner-centr= ed educational philosophy but also allows for teacher input.
5.It caters to the development of commu= nicative fluency while not neglecting accuracy.
6.It can be used alongside a more tradi= tional approach.
7.
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factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) || (event && (event.keyCode=3D=3D32) ) ) parent.GoToNextSld(); } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D29, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var g_fBaseHyperlink =3D false; var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0002.htm",1,-1,1),new hrefList("slide0006.htm",1,-1,1),new hrefList("= slide0020.htm",1,-1,1),new hrefList("slide0007.htm",1,-1,1),new hrefList("s= lide0009.htm",1,-1,1),new hrefList("slide0008.htm",1,-1,1),new hrefList("sl= ide0011.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("sli= de0013.htm",1,-1,1),new hrefList("slide0014.htm",1,-1,1),new hrefList("slid= e0015.htm",1,-1,1),new hrefList("slide0029.htm",1,-1,1),new hrefList("slide= 0016.htm",1,-1,1),new hrefList("slide0017.htm",1,-1,1),new hrefList("slide0= 018.htm",1,-1,1),new hrefList("slide0019.htm",1,-1,1),new hrefList("slide00= 26.htm",1,-1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("slide002= 7.htm",1,-1,1),new hrefList("slide0028.htm",1,-1,1),new hrefList("slide0030= .htm",1,-1,1),new hrefList("slide0031.htm",1,-1,1),new hrefList("slide0032.= htm",1,-1,1),new hrefList("slide0033.htm",1,-1,1),new hrefList("slide0034.h= tm",1,-1,1),new hrefList("slide0022.htm",1,-1,1),new hrefList("slide0023.ht= m",1,-1,1),new hrefList("slide0024.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function RemoveFilePrefixFromHref(href) { var regExp =3D /^file:\/\/\//i; return href.replace(regExp, "") } function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if (MHTMLPrefix !=3D "") href =3D RemoveFilePrefixFromHref(href) if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; =09 if (MHTMLPrefix !=3D "") PPTSld.location.replace(MHTMLPrefix+RemoveFilePrefixFromHref(obj.mSldHref= )) else PPTSld.location.replace(obj.mSldHref) =09 if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 if (MHTMLPrefix !=3D "") PPTSld.location.replace(MHTMLPrefix+RemoveFilePrefixFromHref(href)) else PPTSld.location.replace(href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('


' + ENDSHOW_MESG + '

') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; 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charset="us-ascii" TEACHING LEARNERS TO COMMUNICATE:A TASK-BASED APPROACH ------=_NextPart_01C66E15.229904E0 Content-Location: file:///C:/0469C636/EllisTaskbasedlanguageTeaching-Korea2006_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"
 No= tes
Slide Show
Outline
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