Whyte et al 1988

Gleason and David Naguib Pellow.

Whyte et al 1988

This post takes a look back to the early days of task-based language teaching TBLT to consider how and why tasks-based approaches differ from the traditional — synthetic — grammatical syllabus. Synthetic syllabuses segment the target language into discrete linguistic items for presentation one at a time: Different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up.

At any one time the learner is being exposed to a deliberately limited sample of language. Lexical, structural, notional, and functional syllabuses are synthetic. In contrast Analytic syllabuses offer the learner target language samples which, while Whyte et al 1988 may have been modified in other ways, have not been controlled for structure or lexis in the traditional manner.

Users maintain that prior analysis of the total language system into a set of discrete pieces of language that is a necessary precondition for the adoption of a synthetic approach is largely superfluous.

Procedural, process, and task syllabuses are all examples of the analytic syllabus type. White who uses the labels Type A and Type B. Type A syllabuses focus on what is to be learned: Someone preselects and predigests the language to be taught, dividing it up into small pieces, and determining learning objectives in advance of any consideration of who the learners may be or of how languages are learned.

Type A syllabuses, White points out, are thus external to the learner, other-directed, determined by authority, set the teacher as decision maker, treat the subject matter of instruction as important, and assess success and failure in terms of achievement or mastery.

Whyte et al 1988

Type B syllabuses, on the other hand, focus on how the language is to be learned. They involve no artificial preselection or arrangement of items and allow objectives to be determined by a process of negotiation between teacher and learners after they meet, as a course evolves.

Where syntax is concerned, research has demonstrated that learners rarely, if ever, move from zero to targetlike mastery of new items in one step. SLA research offers no evidence to suggest that nativelike exemplars of any of these synthetic units are meaningful acquisition units that they are or even can be acquired separately, singly, in linear fashion, or that they can be learned prior to and separate from language use.

And Long and Crookes conclude their argument thus: Whatever the relative merits of one unit compared to another, therefore, the psychological processes involved in learning would seem to have priority over arguments concerning alternative ways of analysing the ideal, but rarely attained, product.

Whyte et al 1988

While it also involves the acquisition of social and cultural knowledge, language learning is a psycholinguistic process, not a linguistic one, yet synthetic syllabuses consistently leave the learner out of the equation.

Reaction We see that Long and Crookes follow Wilkins in taking the learner perspective. It is used to identify and sequence discrete language elements which the learners are then responsible for putting back together in L2 communication.

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Put like this, the synthetic syllabus does seem to foreground structured input to the learner at the expense of support for language production in meaningful contexts.

It begs the question why linguistic input needs to be deconstructed in this manner at all. In this view, grammatical analysis is at least partially the responsibility of the learner. Constructivist linguist Thomas Cobb claims that learning is more effective when it is the learner who reflects on the language and struggles to formulate rules, rather than the teacher: As noted above, this approach is so different from the synthetic syllabus that writers and teachers find it hard to abandon structural principles and instead disguise them with a patina of task-based terminology.

If we take a teacher perspective, we can see the attraction of the synthetic syllabus. It provides information about linguistic elements and structures, which learners often expect and want, and teachers sometimes struggle to provide third conditional?

It also gives structure to a lesson or a course without going to all the trouble of conducting needs analysis particular in school contexts where students are numerous and their needs often nebulous. While the natural approach of the early days of CLT seemed at first to free teachers from the structuralist yoke, the analytical syllabus represented by task-based approaches brings its own set of difficulties.

Not least among them is understanding the difference between tasks and pedagogical exercises. Adopting a task-based approach is also difficult in educational contexts organised on synthetic principles: I leave it to the reader to decide; in the meantime, Long and Crookes may be worth revisiting.

Encyclopedia of Language and Linguistics. Association of specific overt behaviour pattern with blood and cardiovascular findings. Journal of the American Medical Association. Principles and practice in second language acquisition. Design, innovation and management. Implementing and researching technological innovation in language teaching:Winter survival of female American Black Ducks in Tennessee, USA (Whyte and Bolen , Legagneux et al.

, Dooley et al. b). The survival of waterfowl in winter can be greatly affected by age, habitat conditions, body (Krementz et al. , Chipley , Robb ). Mar 08,  · Of note, Dnmt1 is known to associate with Rb (Pradhan and Kim, ) and Rb itself is a target of E1A (Whyte et al., ).

We observed, however, that the major Rb binding site within CR2 (the LXCXE motif) does not seem to contribute to the association of E1A with Dnmt1 (Figure 1c, . 7 Whyte, William Foote, Making Mondragón: the growth and dynamics of the worker cooperative complex / William Foote Whyte, Kathleen King Whyte.

8 Whyte, William Foote, Industrial democracy: strategies for community revitalization / edited by Warner Woodworth, Christopher Meek, William Foote Whyte.

(), 25, Salbutamolinducedhypokalaemia: theeffect oftheophylline Griffiths et al., ; Zielinske et al., ).

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Whyte, William Foote