Abstract
Teachers use language in ways that are not at all likely in everyday life. Instructing someone to turn around or stop talking, or praising an interlocutor for their correct response to a question you have posed would not be acceptable in situations of general language use. These are common, even expected, tasks that the teacher carries out in the classroom, and despite high levels of proficiency in the target language, there is no guarantee that an NNSLT has ever had to perform these functions. This chapter provides a topology of tasks that are specific to the classroom, and in particular the language classroom. I have categorised these in terms of
-
regulatory tasks,
-
informative tasks, and
-
eliciting responses and providing feedback.
The significance of the specificity of teachers’ classroom language use is outlined and the implications for teacher training are discussed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
More information can be found at http://www.atlas-alltagssprache.de/runde-5/f09/, where a map of the usage of the various options according to region can be viewed.
- 2.
A discussion of the translation of ‘hands up’ into German can be found on the forums of the online dictionary Leo: http://dict.leo.org/forum/viewGeneraldiscussion.php?idThread=1168099&idForum=4&lp=ende&lang=de
- 3.
The students are approximately 14 years old and have been learning German for one-and-a-half school years. The teacher is a native speaker of German.
- 4.
References
Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold.
Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL teacher education in the west. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 197–211). Mahwah, NJ: Lawrence Erlbaum Associates.
Long, M. H. (2015). Second language acquisition and task-based language teaching (1st ed.). Chichester: Wiley.
Mitchell, R. (1994). Grammar and teaching. In M. Bygate, A. Tonkyn, & E. Williams (Eds.), Grammar and the language teacher (pp. 210–223). New York: Prentice Hall.
OECD. (2011). Has discipline in school deteriorated? (4). Retrieved from https://www.oecd.org/pisa/pisaproducts/pisainfocus/47944912.pdf
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Riordan, E. (2018). Target Task Analysis. In: Language for Teaching Purposes. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71005-1_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-71005-1_7
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-71004-4
Online ISBN: 978-3-319-71005-1
eBook Packages: Social SciencesSocial Sciences (R0)