Teaching EFL/ESL Reading: A Task Based Approach
University of London
Acerca de este Curso
This course explores ways of teaching reading skills in English as Second and Foreign Language (ESL/EFL) using a task-based approach. You will be introduced to the concept of task and the key principles of task-based language teaching (TBLT) and learning. TBLT uses communicative tasks as the key unit for creating language learning activities. You will also examine the role of reading in real-life and in second and foreign language teaching and current thinking about the interface between TBLT and second language reading. You will explore how TBLT and teaching second language reading can be successfully integrated in practice through analysing task-based reading materials. The course culminates in creating task-based materials for teaching reading in your own language teaching contexts.
After completing the course, you will be able to:
1. Explain the main components and tenets of a task-based approach to teaching language;
2. Explain the main issues involved in teaching reading;
3. Illustrate connections between TBLT approaches and the teaching of reading;
4. Integrate tasks into your own teaching;
5. Identify reading texts that are suitable for the construction of tasks; and
6. Construct reading tasks and sequences for use in your own classroom.
Syllabus - What you will learn from this course
1
Section
Introduction to the Course
Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.
1 video (Total 3 min), 2 readings
1 videos
2 readings
Learning Outcomes10m
Grading and Assessment10m
What is Task-based Language Teaching (TBLT)?
Welcome to module 1! In this module we will be looking at some key concepts and issues that surround the role of tasks in second language learning and teaching. First, we will define what we mean by the notion of task. Then, we will consider different task types and the role of tasks in the syllabus. We will also discuss the rationale for using tasks in second language teaching, and how task-based lessons and sequences are typically organized. The module ends with an interview with Dr. Nick Andon from Kings' College London, who is an international expert on task-based language teaching.
9 videos (Total 47 min), 7 readings, 1 quiz
9 videos
What is a Task?5m
Feedback2m
Types of Tasks8m
The Role of the Task in the Syllabus2m
Feedback3m
The Rationale for Using Tasks in Language Teaching3m
The Task-based Lesson4m
Interview with Nick Andon15m
7 readings
What makes a second language learning activity a pedagogic task?10m
Do these three activities constitute tasks?10m
What task types do you use in your teaching?10m
Are the following extracts, task-based or task-supported syllabuses?10m
Can you identify the stages in this task sequence?10m
References10m
Additional Reading10m
2
Section
What is Reading and What Does It Involve?
Welcome to module 2! In this module we examine reading from a number of angles. We start by examining the cognitive element of reading. The second angle we examine reading from is reading as a communicative activity, and its links with communicative language teaching. We then look at reading as a strategic activity, and at the links between reading and background knowledge, and look at the way in which background knowledge is needed in order to understand three specific texts. We end by discussing ways of developing reading fluency.
7 videos (Total 52 min), 10 readings, 1 quiz
7 videos
Reading as a Cognitive Activity10m
Reading as a Communicative Activity: Reading In and Out of the Classroom7m
Reading as a Strategic Activity9m
Reading and Background Knowledge8m
Feedback on Background Knowledge6m
Developing Automaticity in Reading Fluency7m
10 readings
What We Read10m
What is Reading?10m
Optional Reading on the Simple View of Reading10m
How Does Reading Link to Communicative Language Teaching?10m
Optional reading: Bringing the Outside World into the Classroom10m
Reflecting on Reading Strategies10m
Optional Reading about Schema Theory10m
Reading and Background Knowledge Task10m
References10m
Additional reading10m
3
Section
Teaching Reading in the Second Language Classroom
Welcome to module 3! In this module we will be thinking about the ways in which we teach reading in the foreign and second language classroom. We start by comparing the ways in which we read outside the classroom and the ways in which we ask our learners to reading in the classroom. We think about principles for reading in the communicative language classroom and about the implications of these principles. We go on to consider the three-phase reading lesson and look closely at an example of such a lesson, and then look at other ways in which we can construct reading lessons, focusing on the way in which we can incorporate tasks into such lessons. We end with an interview with Prof. Cathie Wallace, who talks about her research into reading classrooms.
8 videos (Total 65 min), 9 readings, 1 quiz
8 videos
Principles for a Communicative, Task-based Approach to Teaching Reading6m
Classroom Implications Principles for Teaching Reading10m
The Three Phase Lesson5m
The Three Phase Lesson In Practice4m
Tasks and the Three Phase Reading Lesson5m
An Alternative Approach to Teaching Reading5m
Interview with Professor Cathie Wallace23m
9 readings
Thinking about reading and the classroom10m
Classroom implications of the principles for teaching reading10m
Optional Reading: Reading and communicative language teaching10m
The Three Phase Reading Lesson10m
What are the similarities? What are the differences?10m
Current practices in teaching EAP reading10m
Analysing a Published Teaching Unit10m
References10m
Additional reading10m
4
Section
Focus on Language in the Reading Lesson
Welcome to module 4! In this module we will be looking at how a focus on language, such as grammar and vocabulary, can be integrated into task-based reading sequences. First, we will consider some of the options available in terms of the stages of the task-based reading lesson. Next, we will look at each stage in more detail. We will discuss the usefulness of pre-teaching vocabulary. We will examine how a focus on language can be incorporated at the while-reading stage. In particular, we will review research on two textual modification techniques, glossing and textual input enhancement. We will also reflect on ways of selecting linguistic features for language-focused work in the post-reading phase. The module ends with an interview with Dr. Parvaneh Tavakoli, a well-known researcher working on task-based language teaching.
8 videos (Total 44 min), 8 readings, 1 quiz
8 videos
Focus on Language in the Reading Lesson5m
Pre-teach or Not to Pre-teach Vocabulary2m
Feedback3m
Glossing6m
Textual Input Enhancement5m
Language Focus in the Post-task Phase4m
Interview with Dr. Parvaneh Tavakoli13m
8 readings
Are the following vocabulary pre-teaching activities examples of rich instruction?10m
What type of information can be included in glosses? What rationale underlies glossing?10m
Sharing a glossed text10m
To what extent can textual input enhancement draw learners' attention to language while reading?10m
Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?10m
Feedback: Insights emerging from the studies10m
References10m
Additional reading10m
5
Section
Extensive Reading
Welcome to module 5! In this module we move away from the intensive teaching of reading in the classroom to working with learners on extensive reading. We define extensive reading and look at the main principles of using extensive reading. We discuss the benefits of extensive reading programmes, as well as the way in which extensive reading can be linked to task based language teaching. We end with an interview with Dr. Sam Duncan in which she talks about her experience of running a reading circle with a group of adult literacy and ESOL learners.
7 videos (Total 49 min), 10 readings, 1 quiz
7 videos
Defining Extensive Reading11m
The Benefits of Extensive Reading4m
Read Easy, Read a Lot5m
Extensive Reading and Tasks8m
Overcoming Obstacles to Extensive Reading5m
Reading Circles: Interview with Sam Duncan11m
10 readings
The Characteristics of Extensive Reading Programmes10m
Ten Principles of Extensive Reading10m
What do you already know about the benefits of Extensive Reading?10m
Why is reading easy texts important?10m
Optional Reading: Beglar and Hunt (2014)10m
How can we connect Extensive Reading with the use of tasks?10m
Choosing a Cover for a Book10m
What can prevent teachers from implementing an Extensive Reading programme?10m
References10m
Additional Reading10m
6
Section
Designing Reading Tasks
Welcome to the last module on our MOOC. In this module we will focus on the way in which we can write materials: we will think about sources for texts, about finding suitable tasks for texts, and will practice write new tasks for texts that you have already read. We will end with two interviews: one with Caroline Herring, a teacher in London who talks about materials she wrote for her own learners, and the second with Prof. Pauline Foster, who talks about reading and reading tasks.
6 videos (Total 51 min), 5 readings, 1 quiz
6 videos
Finding Suitable Texts7m
Designing Suitable Tasks for Texts6m
Adapting Reading Tasks4m
Interview with Caroline Herring15m
Interview with Professor Pauline Foster16m
5 readings
Where would you find suitable texts to use for constructing reading activities?10m
Optional Reading10m
Are there any ways in which you can create activities that are more task-like than the ones in the current version of the units?10m
References10m
Additional Reading10m
4.6
Top Reviews
By CT•Nov 1st 2017
I found this course absolutely fascinating. It's well designed with interesting videos which will keep you engaged. I will apply the principles to my lessons\n\nChristopher Mo Szu Ti
By KV•Jan 20th 2018
Just loved it! teachers do really master their subject, activities and tips are very useful. It promotes collaboration, and fosters self comitment and organisation.
Instructors
Dr Amos Paran
Reader in Second Language Education
Dr Andrea Révész
Senior Lecturer in Applied Linguistics
Dr Myrrh Domingo
Senior Lecturer in Contemporary LiteraciesAbout University of London
The University of London is a federal University which includes 18 world leading Colleges. Our distance learning programmes were founded in 1858 and have enriched the lives of thousands of students, delivering high quality University of London degrees wherever our students are across the globe. Our alumni include 7 Nobel Prize winners. Today, we are a global leader in distance and flexible study, offering degree programmes to over 50,000 students in over 180 countries. To find out more about studying for one of our degrees where you are, visit www.london.ac.uk
About UCL Institute of Education
The UCL Institute of Education (IOE) is the world's leading centre for education and social science research, teaching, and engagement. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff. In December 2014 it became a single-faculty school of UCL, called the UCL Institute of Education (IOE).
Ranked number one for education worldwide in the 2014, 2015, 2016 and 2017 QS World University Rankings, the IOE was awarded the 2015 Queen’s Anniversary Prize. In 2014, the Institute secured ‘outstanding’ grades from Ofsted on every criterion for its initial teacher training, across primary, secondary and further education programmes
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