ERIC ED468307: Task Interpretation and Task Effectiveness: A Vygotskian Analysis of a French L2 Classroom Task.

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DOCUMENT RESUME
ED 468 307
FL 027 386
Myers, Lindsy L.
AUTHOR
Task Interpretation and Task Effectiveness: A Vygotskian
TITLE
Analysis of a French L2 Classroom Task.
2000-00-00
PUB DATE
15p.; In: Proceedings for the Texas Foreign Language
NOTE
[Education] Conference (Austin, Texas, March 31-April 1,
2000); see FL 027 384.
Journal Articles (080)
Reports
PUB TYPE
Research (143)
Speeches /Meeting Papers (150)
Texas Papers in Foreign Language Education; v5 nl p9-21 spec
JOURNAL CIT
iss Fall 2000
EDRS Price MF01/PC01 Plus Postage.
EDRS PRICE
DESCRIPTORS
*Classroom Communication; *Cooperative Learning; Educational
Theories; French; Higher Education; Interpersonal Competence;
Second Language Instruction; Second Language Learning;
Sociocultural Patterns
IDENTIFIERS *Task Engagement; Vygotsky (Lev S)
ABSTRACT
This paper focuses on second language (L2) learning through
task-based interaction as well as the compatibility of the theories of task-
based learning and Vygotsky's sociocultural theory. Language tasks encourage
L2 learning by using language as a tool to accomplish a goal. This study
analyzes the interaction of first-semester French students while performing a
group task created according to criteria in recent research by Lee (2000).
The task focused on a particular grammatical point of French. Students' group
discussions and activities were recorded. Overall, task interpretation varied
among groups (e.g., type of interaction, division of labor, use of English as
a mediator, scaffolding, meta-task talk, and off-task talk). However,
components of an effective task were apparent (interaction between form and
meaning, real communication, interactive learning, later success, and
positive classroom morale). The results indicate that Lee's suggestions for
task-based classroom interaction are compatible with a Vygotskian framework
for learning. Together they provide the theoretical and practical basis for
the potential of tasks in the classroom. Two appendixes present the French
and English versions of the class activity. (Author/SM)
Reproductions supplied by EDRS
are the best that can be made
from the original document.
Analysis
Task Interpretation and Task Effectiveness: A Vygotskian
of a French L2 Classroom Task*
LINDSY L. MYERS, University of Texas at Austin
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
of Educational Research and Improvement
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Minor changes have been made to
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TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
1
official OERI position or policy.
2
BESTCOPYAVA1LAE3LE
Task Interpretation and Task Effectiveness: A Vygotskian Analysis
of a French L2 Classroom Task*
LINDSY L. MYERS, University of Texas at Austin
This paper focuses on second language learning through task-based interaction.
Language tasks encourage L2 learning by using language as a tool to accomplish
of first-semester French students while
a goal. This study analyzes the interaction
performing a group task created according to criteria in recent research by Lee.
of
Task interpretation varied among groups including type of interaction, division
labor, use of English as a mediator, scaffolding, meta-task talk, and off-task talk.
However, components of an effective task are apparent: interaction between form
and meaning, real communication, interactive learning, later success, and posi-
tive classroom morale. Lee's suggestions for task-based classroom interaction are
compatible with a Vygotskian framework for learning. Together they provide the
theoretical and practical basis for the potential of tasks in the classroom.
INTRODUCTION
This paper focuses on second language learning through task-based inter-
language learning
action as well as the compatibility of the theories of task-based
and Vygotsky's sociocultural theory. Vygotsky claims that learning occurs
through interaction. Task-based learning is built on the premise that learning in
the L2 occurs through interactional modifications; paired work and group work
provide such an opportunity. The goal of this paper is to identify and explain the
accomplish this goal, a
components of an effective language task. In order to
of a task
close examination of the interaction that occurs during the completion
from a Vygotskian perspective is presented.
Task-Based Learning
Lee (2000) proposes the use of language tasks in the foreign language
classroom in an attempt to provide an arena for real communication. He rejects
the typical classroom definition of communication where the teacher questions
and students answer. This type of interaction provides no linguistic support
yielding long moments of unproductive and uncomfortable silence. Lee therefore
redefines communication as the "expression, interpretation and negotiation of
meaning" (p. 1). He calls for a more social view of communication; "to assert that
language learners are communicating is to assert that they are given opportuni-
with
ties to say what they mean and to work toward a mutual understanding
other interlocutors" (p. 26). In order for real communication to occur in the class-
need for full control and allow students
room, the instructor should abandon the
to interact on their own.
(TexFLEC
* Paper presented at the Texas Foreign Language Education Conference 2000
2000), University of Texas at Austin, March 31-April 1, 2000, Austin, Texas.
10
Texas Papers in Foreign Language Education
Lee's answer to the need for commu-
Identify a desired informational
nication in the classroom is the lan-
1)
outcome.
guage task performed in groups. Ac-
Break down the topic into subtop-
2)
cording to Lee, "the purpose of lan-
ics.
guage use is to accomplish some task
Create and sequence
concrete
3)
rather than to practice any particular
tasks for the learners to do, for ex-
ample, create lists, fill in charts,
language forms"
12). Therefore,
(p.
make tables
language tasks give an opportunity to
Build in linguistic support, either
4)
use language in a more purposeful
lexical or grammatical or both.
and natural way. In addition, "by
(pp. 35-36)
completing tasks, learners use lan-
guage as a means to an end" (p. 31).
Thus the well-organized task encour-
Tasks allow students to accomplish
ages extended discourse in real-time
something with their language skills,
on a certain topic with an information
no matter how basic they are. Lee be-
gap. Carefully structured tasks will
lieves that
encourage and support communica-
tion.
task-based activities address
the shortcomings inherent in
Sociocultural Theory and Second
a classroom dynamic born
Language Learning
out of the restricted definition
Lee briefly makes a reference to
that communication = question
Vygotsky's sociocultural theory; in-
& answer. Task-based activi-
ties focused on problem solv-
deed there are many components of
ing, consensus building and
Vygotsky's model of learning which
interdependent group func-
are relevant to the discussion of task-
tioning not only promote the
based learning. Sociocultural theory is
active participation of each
not unknown in the field of second
individual class member but
can be constructed in such a
language acquisition; there exist many
way as to provide learners
direct and useful applications of the
varying degrees of linguistic
theory to the present discussion.
support. (p. 33)
Learning Through Interaction
Therefore, Lee believes that tasks will
Vygotsky claims that learning
allow the classroom to be more pro-
occurs through interaction. According
and
ductive,
interactive
certainly
to Lantolf, (forthcoming) "sociocul-
communicative.
tural theory argues that while sepa-
Lee claims that the design of the
rate, thinking and speaking are tightly
task is essential for its success. He in-
interrelated in a dialectic unity in
sists that not all task-based group
which publicly derived speech com-
work is helpful; it cannot be gratui-
pletes privately initiated thought." In
tous, and should not contain loose or
other words, social interaction leads to
unconnected information. He gives
individual
Therefore,
development.
the following components for struc-
group activities not only necessarily
turing a good task:
11
Vygotskian Analysis of French L2 Classroom Task
tasks in the second language class-
encourage learning but provide a con-
room.
text for the indispensable element of
interaction.
Mediation
Another related element relevant to
Activity Theory
this discussion is the theory of media-
Activity theory claims that mo-
tion. In sociocultural theory, it is be-
tivation determines the realization of
lieved that the mind uses tools to me-
any task. Coughlin and Duff (1994)
diate the world. An important method
propose that the same task does not
of mediation is talk. In order to regu-
imply the same activity on the part of
late a task, students mediate the activ-
participants. They provide the useful
and
Anton
distinctions between task, which is a through
speech.
ity
DiCamilla (1998) point out that the L1
and
behavioral blueprint,
activity,
is an important tool in mediation for
which is the behavior produced when
an individual or group performs a
second language learners. Therefore,
the L1 is not to be feared in the L2
task. They point out that
classroom. Indeed it may be construc-
participants have their own
tively manipulated in certain contexts
objectives, and act according
to encourage learning. Additionally,
to these and the researcher&
Brooks and Donato (1994) point out
objectives, all of which are
that "what might appear on the sur-
the course
. over
negotiated.
.
face as non-relevant task talk is in fact
of the interaction.
Further-
mediating the
more, activities have no in-
participants'
control
herent parameters or bounda-
over the language and procedures of
ries, except those imposed by
the task, each other, and ultimately the
the task and by the interpre-
self" (p. 271). The acts of mediation
tations and expectations of
and regulation therefore serve as an
the individuals involved in a
given task. In a language-
important step toward learning.
based activity, constraints on
task performance might in-
Tasks and Sociocultural Theory
clude the level of knowledge
Studies that examine the com-
(cultural, linguistic) shared by
patibility of task-based learning and
the interactants, or the time
concepts of sociocultural theory make
and interest they are willing,
or able, to invest in order to
an important contribution to under-
complete the task at hand. (p.
standing how theory has practical ap-
175)
plication in the classroom. Brooks and
Donato (1994) looked at tasks from a
Rogoff (1990) also points out that ac-
Vygotskian perspective and concluded
tivities are interpreted and carried out
that a language task is a cognitive ac-
in accordance with goals. Therefore,
tivity, thereby justifying the applica-
meaning and purpose are central in
tion and relevance of Vygotsky in the
defining an activity. Activity theory
present discussion. They point to the
thus may shed light on the implemen-
belief that tasks, rather than being ex-
tation and evaluation of the success of
BEST COPY AVAILABW
12
Texas Papers in Foreign Language Education
ternally defined, "are in fact internally
Subjects
The subjects were 23 students
constructed through the moment-to-
moment verbal interactions of the
of first semester French including 18
learners during actual task perform-
women and five men. These students
had been doing similarly structured
272). Therefore, students
ance"
(p.
tasks throughout the semester. The
need to be given freedom in interac-
students preformed the task in eight
tion so that they are able to regulate
their own activity. This idea is very
self-selected groups of two, three, or
four. In most cases, the groups were of
compatible with the beliefs of Lee who
argues for the need to give learners
the same composition as many infor-
control of their learning. It has been
mal daily exercises.
shown that students need to and will
their learning
Procedure
successfully regulate
Each group of students
re-
under
right
the
circumstances.
corded themselves for the entirety of
Through interaction, they will justify
the task. There were no specific in-
and redefine the task, scaffold and
structions given on how to carry out
communicate.
the task (that is, the language used, the
kinds of answers produced, the truth
THE STUDY
value involved, separate vs. group
Instrument
work etc.) except the written instruc-
The researcher created a lan-
tions. The in-class instructions by the
guage task based on the criteria as
researcher were paraphrases of the in-
structions on the worksheet. The re-
proposed by Lee including a goal, top-
ics and subtopics, sequenced tasks and
searcher moderated the task entirely in
linguistic support (See Appendices A
French except while addressing indi-
and B). The task focused on a particu-
group
re-
vidual
questions.
The
lar grammatical point of French, the
searcher did control movement from
section to section by check-ups and
passé compose, or the compound past.
The goal and topic included discus-
further instructions. The total time for
this task was approximately 20+ min-
sion, comparison and categorization of
activities of the class from the previous
utes.
weekend. At the end of the discussion,
the students were supposed to be able
TASK INTERPRETATION: ONE TASK,
to report to the class whether their
EIGHT (OR 23!) ACTIVITIES
that
discussion
follows
partner was "intellectual" "sporty" or
The
consists of a comparison of group in-
"inactive" according to the kinds of
teraction that occurred during comple-
activities they did. The task also con-
tion of the task. The interpretation of
tained a nice progression from input
the task is defined by the approaches
to output, including a related assign-
taken for completion of the task. Each
ment for the next day.
group had a different approach to the
task, yet there were several common
13
Vygotskian Analysis of French L2 Classroom Task
themes and methods that were appar-
Elle a appris quelques phrases en
K:
ent in the interactions. Relevant com-
italien. Okay, be intellectual I suppose
ponents of sociocultural theory are in-
corporated where appropriate.
Yeah
M:
Structure of Group Interaction
Turn-Taking
An important element of task
Another type of organization
interpretation is how students organ-
may be labeled turn-taking. In this
ized their interaction. There appeared
type of interaction, students created a
to be four major ways for groups to
neat division of labor and interacted
structure their interaction, and these
by answering every other question.
the following sub-
treated
in
are
The following interaction exemplifies
sections. It is important to note that if
this sort of interaction; T and C shared
a group interaction needed adjust-
the work.
ment, groups easily adopted a new
way to interact. However, a single
Example 2
type of organization usually remained
Urn, elle a fait de l'aerobique, uh spor-
as a common element throughout the
C:
tif
task.
Elle a fini un livre, uh, intellectuel
T:
Leader and Followers
A few groups organized their interac-
Okay, elle a regarde la tele, unless she
C:
was watching some nature show or
tion along the lines of leader and fol-
something, it's probably inactive
lowers.
Um, elle a perdu son chien...sportif
T:
Such an interaction, if present, was
found in groups with more than two
Cooperative Production
students. In the following interaction,
The most common type of in-
K served as the leader, and M and E
teraction was cooperative production
were involved followers.
students
almost
completed
where
every aspect of the interaction to-
Example 1
gether. They constantly were engaged
in negotiation of form and meaning in
Elle a fait de l'aerobique, that would
K:
order to complete the task. For in-
be sporty
stance, in Part Two of the task, it was
quite common for a group to compile
[sportif]
E:
the same activities for the entire group
[sportif] for aerobics. Elle a fini un
K:
since they had developed them to-
livre, that would be intellectual, read-
gether. This type of organization is il-
ing. Regarding the television, that
lustrated by Examples 3 and 4.
would be couch potatoey
inactive
M:
14
Texas Papers in Foreign Language Education
Example 5
Example 3
Okay, all right. So we're deciding if
K:
these activities are sporty, intellectual
We need to do something active.
M:
or...inactive, couch potatoey things
Example 4
Examples 6 and 7 reveal a common-
place and important discussion on
What else did we do this weekend?
D:
discovering the grammatical point of
Individual Production
concern in this task. The researcher
A final common type of interac-
did not explicitly point out in the in-
individual
production
tion
was
structions that the grammatical focus
marked by students producing many
was on the passé compose.
forms and coming to conclusions on
their own when interaction was not
Example 6
required. The interaction between B
This is in the past tense, right?
and S typifies this category; there were
J:
moments of silence during the activity
Example 7
when they were self-regulating and
completing individual work.
Oh wait, we're supposed to be doing
this in past participles
Task Regulation
This section examines the tools
The next example shows how a
used by students in order to regulate
student regulated the group's forma-
the task given to them. These tools,
tion of the passé compose. She realized
used in varying proportions by the
that there is an auxiliary verb in this
groups, served in important ways to
verb formation, however it was pro-
regulate, modify, and complete the
vided as part of the built-in linguistic
task.
support.
Meta-Task Talk
Example 8
A significant amount of time
and effort in completing a task in-
We don't have to even mess with it
C:
referring to the helping verb)
volved talking about the task. Groups
discussed the goals and redefined the
A final type of meta-task talk
instructions of the task in order to
included re-organization of the ap-
make them internally relevant. Exam-
proach to the task. In the next exam-
ple 5 portrays the redefinition of in-
ple, J told D that he needed to partici-
structions. It is important to note that
pate in Part Three of the task by ask-
this was done in English and in K's
ing her what she did last weekend.
own words.
15
Vygotskian Analysis of French L2 Classroom Task
cal request for meta-linguistic discus-
Example 9
sion.
Ask me!
Example 11
Speech as Mediation
The entire language activity
How do you make this into a past
was obviously an exercise in speech as
participle?
mediation. What is interesting in the
Example 12 provides a glimpse
context of a second language task is
into the linguistic world of a first year
the interaction between Ll and L2 in
French student. A translation of this
completion of the task. The amount of
sentence would be "The past partici-
L2 used in the interaction varied
ple of the French verb travailler is
across groups. However, all students
formed regularly, right?"
were consistent in their use of English
of meta-task talk,
meta-
in
cases
Example 12
linguistic talk, and evaluative com-
ments. English was an important tool
It's just a normal verb travailler, right?
in creating, understanding and com-
pleting the grammar, the topic and the
It is important to note that these ap-
task. The example below exemplifies
peals were acknowledged and subse-
the use of English to talk about French
quently resolved in the course of the
grammar. Student D wanted to know
interaction.
if the preposition au went in between
the verb jouer and the object tennis.
Scaffolding
In the group interactions, there
Example 10
were many instances of scaffolding,
would
students
negotiate
where
Is it au between joue and tennis?
D:
meaning and form in order to come
up with the right answer. The fasci-
This particular utterance is interesting
nating aspect of scaffolding is that
since it would be incomprehensible to
students together were able to formu-
most people outside this context.
late an answer that none of them
Appeal to Other
knew at the onset. This type of inter-
action allows a close-up view of the
During completion of this task,
there were many instances of students
Zone of Proximal Development dis-
cussed in sociocultural theory. Stu-
appealing to each other for grammati-
dents were learning to master the
cal or lexical support. This kind of ap-
peal typifies learning through interac-
passé compose through communicative
negotiation with their partners. Ex-
tion. All participating members of this
task were students of approximately
ample 13 provides an excellent view
the same level, yet they were able to
of scaffolding as students K, E and M
problem-solve and produce on their
together came to an acceptable answer
own. Example 11 demonstrates a typi-
16
Texas Papers in Foreign Language Education
by questioning, evaluating, and inter-
noun "chien" in order to jointly come
acting.
to a conclusion.
Off-Task Talk
Example 13
There were many instances of
Elle a perdu son chien
"off-task" talk during its completion.
K:
However, it was always inspired by
Sportif? that if playing with your dog
E:
the content of the task itself and never
lasted more than a few seconds. The
Oh, playing with your dog, that
K:
ordered and productive design of the
would be [sportif]
task required students to return to
[Or] what does perdre mean?
E:
task in a short time. In Example 14, J
and M were completing Part Two of
perdu
M:
the task.
perdu?
E:
Example 14
I don't know
K:
I went dancing.
M:
Something your dog
E:
You went dancing? Where did you go
I'll look it up...to lose?
M:
dancing?
losing your dog?
K:
Bob Popular's
M:
Well, I guess
M:
In Example 15, C remarked on the in-
active nature of his weekend while
Are you sure chien is dog?
K:
completing Part Four of the task.
Yeah
E:
Example 15
Losing your dog, I don't know
K:
I would have said one active thing,
C:
Losing your dog is a sport. Dog,
E:
but I didn't know how to say carried a
chien.
T.V. all around campus.
Losing your dog is a sport, FINDING
K:
Why did you carry a T.V. over cam-
T:
your dog is a sport
pus?
perdu
M:
We had this thing for a club I'm in...
C:
Losing is too
E:
TASK EFFECTIVENESS: SUGGESTIONS
All right, I'll put it down
FOR A DEFINITION
K:
The goal of this section is to
In the above example, the stu-
discuss the elements of a task that
dents negotiated the form and mean-
may contribute to its effectiveness in
ing of the verb "perdre" as well as the
the second language classroom. First
the drawbacks of tasks will be ad-
0
A.