Whose turn is it Whose turn is it anyway?: anyway?:

A study of the effects of A study of the effects of tasks and grouping on tasks and grouping on

interaction turnsinteraction turns

Pattamawan JimarkonPattamawan JimarkonPattamawan.jim@kmutt.ac.thPattamawan.jim@kmutt.ac.th

What’s TBL?What’s TBL?

► Task-Based Learning provides learners with Task-Based Learning provides learners with manifold opportunities for group- and peer-based manifold opportunities for group- and peer-based interaction, which is believed to encourage interaction, which is believed to encourage authentic use of language and meaningful authentic use of language and meaningful communication (for example, Ellis, 2003; Nunan, communication (for example, Ellis, 2003; Nunan, 1989; Swain & Lapkin, 2002; Willis 1996)1989; Swain & Lapkin, 2002; Willis 1996)

► ‘‘Task’ is viewed as a teaching tool which Task’ is viewed as a teaching tool which “involves communicative language use in which “involves communicative language use in which the user’s attention is focused on meaning rather the user’s attention is focused on meaning rather than linguistic structure” (Nunan, 1989, p. 10)than linguistic structure” (Nunan, 1989, p. 10)

My questionsMy questions

►TBL requires a certain level of pre-TBL requires a certain level of pre-existing language competencyexisting language competency

►Thai university students have low Thai university students have low language confidence and low language confidence and low competence (Watson-Todd, 2001)competence (Watson-Todd, 2001)

►How can we facilitate this?How can we facilitate this?

Literature ReviewLiterature Review

► Group work provides learners with more opportunities to use the Group work provides learners with more opportunities to use the target language than teacher-led and teacher-fronted instruction target language than teacher-led and teacher-fronted instruction (for example, Crookes & Chaudron, 2001; Long & Porter, 1985) (for example, Crookes & Chaudron, 2001; Long & Porter, 1985) group work and group discussion tasks are common practice in group work and group discussion tasks are common practice in language teaching language teaching

► Working with peers in a group setting provides opportunities for Working with peers in a group setting provides opportunities for learners to engage in dialogues which act as “instructional learners to engage in dialogues which act as “instructional conversations” (Lantolf, 2002, p. 106) and create zones of conversations” (Lantolf, 2002, p. 106) and create zones of proximal development for each other “where intellect and affect proximal development for each other “where intellect and affect are fused in a unified whole” (Vygotsky, 1934/1987, p. 373) are fused in a unified whole” (Vygotsky, 1934/1987, p. 373)

► Nunan (1989) puts forward the idea of the use of tasks that Nunan (1989) puts forward the idea of the use of tasks that provide language practice yet at the same time fostered provide language practice yet at the same time fostered classroom interaction classroom interaction

► In In A Framework for Task-Based LearningA Framework for Task-Based Learning, Willis (1996) categorises , Willis (1996) categorises types of task with regard mainly to their different degrees of types of task with regard mainly to their different degrees of cognitive challenge. Tasks can engage learners in listing, ordering cognitive challenge. Tasks can engage learners in listing, ordering and sorting, comparing, problem-solving, sharing experiences, or and sorting, comparing, problem-solving, sharing experiences, or involve creativity (see Willis, 1996, p. 149-154; Willis, 1999). involve creativity (see Willis, 1996, p. 149-154; Willis, 1999).

Independent VariablesIndependent VariablesTask• Listing 1• Listing 2• Ordering and sorting 1• Ordering and sorting 2• Matching• Comparing• Problem solving 1• Problem solving 2• Sharing personal attitude 1• Sharing personal attitude 2• Creative task 1• Creative task2

GroupingGrouping► Mixed-Mixed-

proficiencyproficiency► Homogeneous-Homogeneous-

intermediateintermediate► Homogeneous-Homogeneous-

elementaryelementary

DataData

►Audio-recording of group interactionsAudio-recording of group interactions

32 KMUTT engineering students: 32 KMUTT engineering students:

8 female 24 male 8 female 24 male

144 interactant cases144 interactant cases

3 groups x 12 tasks = 36 episodes3 groups x 12 tasks = 36 episodes

The specific research questions that were The specific research questions that were addressed addressed

when analysing the results were:when analysing the results were:

► Were there grouping effects? That is, did the Were there grouping effects? That is, did the learners interact differently when in mixed-learners interact differently when in mixed-proficiency groups and homogenous-proficiency proficiency groups and homogenous-proficiency groups? If so, in what way or ways were the groups? If so, in what way or ways were the interactions different?interactions different?

► Were there task effects? That is, did the tasks, Were there task effects? That is, did the tasks, which were categorised into six types, affect the which were categorised into six types, affect the learners’ linguistic performance in different ways? learners’ linguistic performance in different ways?

► Were there any interaction effects between Were there any interaction effects between grouping and task? That is, did the combinations of grouping and task? That is, did the combinations of grouping types and tasks affect learners’ linguistic grouping types and tasks affect learners’ linguistic performance in a manner different to the simple performance in a manner different to the simple sum of the individual effects of task and grouping?sum of the individual effects of task and grouping?

Dependent Variables Dependent Variables A.A. Quantity of interaction Quantity of interaction

Words per minuteWords per minuteTurns per minuteTurns per minuteWords per turnWords per turn

B. Quality of interactionB. Quality of interactionT-units per minuteT-units per minuteWords per t-unitWords per t-unitLanguage switchesLanguage switchesNegotiation of meaningNegotiation of meaning

ANOVA TestsANOVA Tests

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Figure 1. Turns per minute for the three grouping types

Figure 2. words per turn for the three grouping types

Main effects for factor A: Grouping

Main effects for factor B: TaskMain effects for factor B: Task

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Figure 4. Means of turns per minute Figure 5. Means of words per turn for

for the 12 tasks the 12 tasks

Interaction effects for factors grouping x taskInteraction effects for factors grouping x task

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5Figure Means of turns per minute fff the 6Figure Means of words pe fffff ffffffff fffff ffffff ff fffff fffff ffffffff fffff ffffff f121 fffff2

ANOVA AnalysisANOVA Analysis

Turn per minuteTurn per minute► there was a combined influence of the two factors on the number of turns there was a combined influence of the two factors on the number of turns

per minute.per minute. ► crossing lines in the interaction effect suggested some influence of the crossing lines in the interaction effect suggested some influence of the

interaction of the two factors, the directions of the three lines were interaction of the two factors, the directions of the three lines were generally similargenerally similar

► task factor was more noticeable and was considered to be more importanttask factor was more noticeable and was considered to be more important

Words per turnWords per turn► no significant interaction effect for the two factorsno significant interaction effect for the two factors ► Effect size of main effects for task was biggerEffect size of main effects for task was bigger

► Inverse correlation between the two variablesInverse correlation between the two variables

More turns – shorter turnsMore turns – shorter turns

Fewer turns – longer turnsFewer turns – longer turns

What does that tell us:What does that tell us:

► Simpler tasks – lexical cohesion Simpler tasks – lexical cohesion which may entail:which may entail: indexicality = “expressions whose interpretation indexicality = “expressions whose interpretation

requires the identification of some element of the requires the identification of some element of the utterance context, as stipulated by their lexical utterance context, as stipulated by their lexical meanings” (Nunberg, 1993, p. 1)meanings” (Nunberg, 1993, p. 1)

minimalisation = , the language was produced in a minimalisation = , the language was produced in a way that reflected the participants’ limited way that reflected the participants’ limited vocabulary and poor syntactic knowledge but the vocabulary and poor syntactic knowledge but the communication was carried out successfullycommunication was carried out successfully

PidginisationPidginisation = = use of their mother tongue and their use of their mother tongue and their habit of sounding out a few key words of the habit of sounding out a few key words of the target language and the grammatical forms target language and the grammatical forms arising from the pidginisation resembled neither arising from the pidginisation resembled neither that of the target language nor that of the mother that of the target language nor that of the mother tongue (Bickerton, 1977).tongue (Bickerton, 1977).

►Discussion tasks - Discussion tasks - long turns and long turns and idea organisation which may come idea organisation which may come at expense of topic at expense of topic monopolisation monopolisation

Tips for teachersTips for teachers

Vocabulary – easy, less complex tasksVocabulary – easy, less complex tasks

Long Talk – discussion & narrative tasksLong Talk – discussion & narrative tasks

Thank you.Thank you.

You’ve been such a great crowd!!!You’ve been such a great crowd!!!