1. Task-Based Instruction in Arabic Basic and Post-Basic Curricula
Tarek Elgendy Defense Language Institute Foreign Language Center Curriculum Development Division Arabic LEARN Conference
September 2010

2. Introduction Role of grammar in functionally driven courses. Samples
Tasks
Task/Function-based instruction
Authentic material and real-life tasks.
Thematic/Function-driven scope and sequence.
Role of grammar in functionally driven courses.
Samples

3. Task-Based Instruction and Communicative Language Teaching
Emphasizes communication through interaction.
Active involvement in the task
Pairs or small groups

4. What is a Task?
Nunan (1989) defined a task as “any classroom work which involves learners in comprehension, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.” (p.10)
“An activity which requires learners to use language, with emphasis on meaning, to attain an objective.” Bygate, Skehan, Swain (2001)

5. Parameters of Task Activity
Skehan’s (1998) summary of such parameters:
Meaning is primary
Learners are not given other people’s meaning to regurgitate
There is some sort of relationship to comparable real-world activities
Task completion has a priority
The assortment of tasks is done in terms of outcome (p.147)

6. Parameters of Task Activity
“A task is goal oriented
A task involves a primary focus on meaning
The participants choose the linguistic resources needed to complete the task
A task has a clearly defined outcome.”
Rod Ellis

7. Role of teachers
Make performance of tasks the objective of any activity
The use of authentic tasks is as important as the use of authentic materials
Develop multi-step activities
Less use of drills, exercises, one-step activities, loose activities

8. Arabic Basic Curriculum

9. Organization and Design of ABC

10. ABC Scope and Sequence Theme الموضوع الرئيس Topics الموضوع الفرعي
Functions
وظائف اللغة
Grammar
قواعد اللغة
الهوايات الشخصية
Hobbies
الهوايات التي تمارس
في مكان مفتوح
Outdoor activities
التعبير عن التفضيل
Expressing preferences
نصب الفعل المضارع:
أحبُ لعبَ الكرة-
أحبُ أن ألعبَ الكرة-

11. Role of Grammar
Role of grammar in TBI: Facilitating the learners’ performance of the task
The goal of embedding grammar in the topic is to help achieve functional, cognitive, or emotional objectives.
الهدف من نسج قواعد اللغة مع الموضوع هو تيسير أداء وظائف تربوية معينة، يمكن أن تكون أهداف الدرس أهداف أدائية مثل طلب وجبة في مطعم أو إدراكية مثل استيعاب مفهوم معين أو عاطفية مثل شعور المتعلمين بالإنجاز أو اكتساب الثقة.

12. Ways for Presenting Grammar:
Explicit/Deductive استنتاجي /شرح صريح
Implicit/Deductive استنتاجي /مفهوم ضمناً
Inductive/Implicit حثي / مفهوم ضمناً
Inductive/Explicit شرح صريح/حثي

13. Unit Design Semester 1 - Unit 5: Touring the Arab World
Chapter 21: Planning for the Trip
Chapter 22: First Leg of the Trip
Chapter 23: Touring Egypt
Chapter 24: Last Leg of the Trip
Chapter 25: Morocco to Kuwait

14. ABC_Ch. Components_Sample
Setting and Objectives –
Getting Started –
Vocabulary in Context
Nile River Cruise – p23.11
At the Post Office – p23.29

15. ABC_Unit Components_Sample
Grammar in Context
Present Tense Verbs in the
ccusative Case -

16. ABC_Main Components_Sample
Language in Use -
Culmination of chapter theme, vocabulary, and grammar
A military-driven problem-solving scenario
Four-skills integration, task-based activities
Presented in real-life situations, using authentic materials
Learner-focused classroom

17. Peripheral Components
Cultural Note -
How do Arabs Say it? -
Functioning in the Real World –
Strategy Notes
Computer-assisted language games -
Self-Evaluation -
Teacher’s Note

18. Arabic Post-Basic Curriculum

19. Arabic PB Course Design
Topical Domains (FLO) Geography, Culture and Society, Politics & Economy, Military & Security, Technology & Science C1
6 wks
1+ ~ 2 C2
6 wks
1+ ~ 2 C3
6 wks
2 ~ 2+ C4
6 wks
2 ~ 2+ C5
6 wks
2+ ~ 3 C6
6 wks
2+ ~ 3 C7
6 wks
3 ~ 3+ C8
6 wks
3 ~ 3+

20. APBC Interface

21. Templates

22. Example of Main Page

23. Sample of Peripheral Page

24. Main Activities Introduction _
Spark interest, not deep, not for discussion, Ex. Ask for a view point or speculation
Warm-Up _
Vocabulary about the topic, enough socio/cultural background to start with.

25. Main Activities Reading _ Listening _ Grammar Review _ _ _
Mini-Projects _ _
HW _
TTT _
Arabic Sayings _
Cultural Hints _

26. Peripheral Pages Objectives _ Key Vocabulary _ Resources _
Teacher Guide _
Recap_

27. Conclusion ABC and APBC are: TB Driven Contemporary Level-driven
FLO-oriented
Student-centered
Standardized

28. Resources
Nunan, D. (1989)> Designing tasks for the communicative class. Cambridge, Cambridge University Press.
Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics 18,
Ellis, R. (2003). Task-based language learning and teaching. Oxford, Oxford University Press.

29. Discussion
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30. Disclaimer
This presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center