A Task-Based Language Teaching Approach to the Police Traffic Stop

Stephen P. O’Connell

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EFL/ESL Teaching and Learning Second Language Learning and Teaching Linguistics and Language Analysis

Abstract

One possible hurdle to implementing the Task-Based Language Teaching (TBLT) approach is uncertainty about how to turn target tasks into materials that can be used in the classroom. This article discusses the steps taken to create materials for one target task (communicating with a police officer during a traffic stop) in a manner that provides a framework for others who wish to create materials for target tasks to follow. Specifically, the discussion will focus on how information was obtained from domain experts (police officers) and how samples of target discourse were collected. It will then explain how that information was turned into prototypical dialogues, which then serve as the foundation for pedagogic tasks that can be used to help learners achieve the goal of communicating with police officers during traffic stops. By explaining how prototypical dialogues were developed for this target task, it is believed that some of the uncertainty about how to turn the theory of TBLT into something concrete for learners will be alleviated.Un élément qui pourrait constituer un obstacle à la mise en œuvre de l’enseignement des langues basé sur les tâches (ELBT) est l’incertitude quant à la façon de transformer les tâches cibles en matière utilisable dans la salle de classe. Cet article discute des démarches entreprises pour créer du matériel pour une tâche cible (communiquer avec un agent de police lors d’un contrôle routier), de sorte à fournir un cadre pour ceux et celles qui voudraient élaborer du matériel pour d’autres tâches cibles. Plus précisément, la discussion portera sur l’obtention d’informations d’experts du domaine (des agents de police) et sur la collecte d’échantillons de discours cibles. Suivra une explication sur la transformation de ces informations en dialogues prototypiques qui deviennent ensuite la base de tâches pédagogiques visant à aider les élèves à communiquer avec des agents de police pendant les contrôles routiers. En expliquant le développement de dialogues prototypiques pour cette tâche cible, nous croyons réduire une part de l’incertitude relative à la transformation de la théorie de l’ELBT en matière concrète pour les apprenants.

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References

1996The Role of the Linguistic Environment in Second Language Acquisition 1996A Framework for the Implementation of Task-based Instruction 1994The Interplay of Evidence and Consequences in the Validation of Performance Assessments 2014Second Language Acquisition and Task-Based Language Teaching 2013Input, Interaction, and the Second Language Learner 2000HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?2005Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design 2005Methodological issues in learner needs analysis

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2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model 2021From Needs Analysis to Task Selection, Design, and Sequencing

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