TBL and Task
Content
Task cycle
Background
Principles
Definition of a task
Pre-task activity:
Task types
Examples of tasks
Task cycle
Types of activities
Language Focus
sample tsak
Framework
Why do we use a task-based approach?
Thanks
Why do we use a task-based approach?
TBL
TBL
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT).
adapted from Wikipedia
Background
Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct connection to real-life situations. Others, like Prabhu in the Bangalore Project, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication.TBLT was popularized by N. S. Prabhu while working in Bangalore, India according to Jeremy Harmer. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include Teresa P. Pica, Martin East, and Michael Long
Definition of a task
A task is an activity where the target language is used by the learner for the communicative purpose (goal) in order to achieve and outcome.
“ Jane Wills (1996)”
- According to Rod Ellis, a task has four main characteristics:
- A task involves a primary focus on (pragmatic) meaning.
- A task has some kind of ‘gap’ (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap).
- The participants choose the linguistic resources needed to complete the task.
- A task has a clearly defined, non-linguistic outcome.
Examples of tasks
TBLT makes the performance of meaningfultasks central to the learning process. Instead of a language structure or function to belearnt, students are presented with a task they have toperform or a problem they have to solve. (Harmer, J. The practice of English Language Teaching, 2007:71)
- Solving a problem the phone
- Designing a brochure
- Compiling qualities of a good friend.
- Preparing a meal
- Two pictures or texts to
- Ordering food in a cafe find the differences
- Talking to someone on
Why do we use a TBL?
Two essential characteristics of focus-on-form: 1) the overriding focus in a form-focusedclassroom is meaning or communication, and 2) attention to form arises incidentally inresponse to communicative need (Ellis, 2001) 20
• Tasks can be easily related to students’ real-lifelanguage needs.• They create contexts that facilitate second languageacquisition. • Tasks create opportunities for focusing on form. • Students are more likely to develop intrinsicmotivation in a task-based approach. • A task-based approach enables teachers to see if students are developing the ability to communicate
Principples
to facilitate students’ language learning by engaging them ina variety of tasks that have a clear outcome. (Larsen-Freeman, 2001: 156)
7. Second language teaching and learning pace should be made reasonable for both learners with higher and lower aptitude. 8. Language learning tasks should be varied to cater for the needs for both extrovert and introvert learners. 9. Learning tasks should encourage learners to attend to both meaning and form and be varied in order to accommodate learners with different learning strategy preferences.
1. Making errors is natural and is considered as a part of the process in acquiring the target language.2. Exposure to comprehensible input is crucial. 3. Learning tasks facilitating learners to engage in interactions are essential.
4. Learners need to be encouraged to produce the target language as producing the target language facilitates learning. 5. Although language production may be encouraged from the early stage in the learning process, it is reasonable to allow a silent period. 6. Focus on form is necessary
10. Teaching and learning processes should foster motivation and minimize learner anxiety. 11. The choice of teaching and learning tasks and content should be based on learner age. 12. Learning tasks should arouse and maintain learners’ learning motivation.
Author's Name
Teacher role
Samples
1. Selector and Sequencer Of Tasks 2. Preparing Learners For Tasks 3. Consciousness-Raising
1. Jigsaw Tasks 2. Information-gap Tasks 3. Problem-solving Tasks 4. Decision-making Tasks 5. Opinion exchange Tasks
Types of activities
-Meeting someone for the first time. -Talking to someone on the phone -Ordering food for dinner - Preparing a meal -Introduce your city to your friend
Materials
-Books -Newspaper -Magazine -Radio programs -CDs -TV -Internet -Board -Worksheets
learner role
1.Group Participant 2.Monitor 3.Risk-Taker and Innovator
Framework
The framework that J. Wills suggests is of three phases: pre-task, task cycle and language focus.
The task cycle
A pre-task activity:
A pre-task is a helpful way to have students see the logic involved in what they are being asked to do. An introduction to topic.
The task cycle offers students the opportunity to use whatever language they already know in order to carry out task, and them improve and language under teacher guidance, while planning their reports of the task.
Language focus
Language focus, the phase of analysis and practice components, allows a closer study of some specific features occurring in the language used the task cycle.
Task cycle
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Process
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+ info
+ info
+ info
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Let’s Talk: Part 1
What’s your Favourite drink? In this lesson you will talk about your favourite drink and why you like it. You will interview your friends about t Part 1: What’s your favourite drink? Interview your friends. There are many popular drinks around the world. In your notebook, think of five ~ seven questions to ask about drinks. (Hint, What is your favourite drink, why do you like it?) Write your answers and then ask four friends. Write their answers in your notebook.
Let’s Talk: Part 2
VocabularyFind these words in the dictionary. Write the meaning in your notebook.Beans , loose, popular beverages. Part 1: How do you like your drink??? Scenario Work with five students . You are a waitress in a restaurant . Ask them what they want to drink and how do they prefer it ……. A table. A menu. A piece of paper and a pen . Part 2: Analysis: Write the questions and the answers in your note book to share it with your class.
Thanks!
what is a task
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Created on January 27, 2021
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Transcript
TBL and Task
Content
Task cycle
Background
Principles
Definition of a task
Pre-task activity:
Task types
Examples of tasks
Task cycle
Types of activities
Language Focus
sample tsak
Framework
Why do we use a task-based approach?
Thanks
Why do we use a task-based approach?
TBL
TBL
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT).
adapted from Wikipedia
Background
Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct connection to real-life situations. Others, like Prabhu in the Bangalore Project, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication.TBLT was popularized by N. S. Prabhu while working in Bangalore, India according to Jeremy Harmer. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include Teresa P. Pica, Martin East, and Michael Long
Definition of a task
A task is an activity where the target language is used by the learner for the communicative purpose (goal) in order to achieve and outcome. “ Jane Wills (1996)”
Examples of tasks
TBLT makes the performance of meaningfultasks central to the learning process. Instead of a language structure or function to belearnt, students are presented with a task they have toperform or a problem they have to solve. (Harmer, J. The practice of English Language Teaching, 2007:71)
Why do we use a TBL?
Two essential characteristics of focus-on-form: 1) the overriding focus in a form-focusedclassroom is meaning or communication, and 2) attention to form arises incidentally inresponse to communicative need (Ellis, 2001) 20
• Tasks can be easily related to students’ real-lifelanguage needs.• They create contexts that facilitate second languageacquisition. • Tasks create opportunities for focusing on form. • Students are more likely to develop intrinsicmotivation in a task-based approach. • A task-based approach enables teachers to see if students are developing the ability to communicate
Principples
to facilitate students’ language learning by engaging them ina variety of tasks that have a clear outcome. (Larsen-Freeman, 2001: 156)
7. Second language teaching and learning pace should be made reasonable for both learners with higher and lower aptitude. 8. Language learning tasks should be varied to cater for the needs for both extrovert and introvert learners. 9. Learning tasks should encourage learners to attend to both meaning and form and be varied in order to accommodate learners with different learning strategy preferences.
1. Making errors is natural and is considered as a part of the process in acquiring the target language.2. Exposure to comprehensible input is crucial. 3. Learning tasks facilitating learners to engage in interactions are essential.
4. Learners need to be encouraged to produce the target language as producing the target language facilitates learning. 5. Although language production may be encouraged from the early stage in the learning process, it is reasonable to allow a silent period. 6. Focus on form is necessary
10. Teaching and learning processes should foster motivation and minimize learner anxiety. 11. The choice of teaching and learning tasks and content should be based on learner age. 12. Learning tasks should arouse and maintain learners’ learning motivation.
Author's Name
Teacher role
Samples
1. Selector and Sequencer Of Tasks 2. Preparing Learners For Tasks 3. Consciousness-Raising
1. Jigsaw Tasks 2. Information-gap Tasks 3. Problem-solving Tasks 4. Decision-making Tasks 5. Opinion exchange Tasks
Types of activities
-Meeting someone for the first time. -Talking to someone on the phone -Ordering food for dinner - Preparing a meal -Introduce your city to your friend
Materials
-Books -Newspaper -Magazine -Radio programs -CDs -TV -Internet -Board -Worksheets
learner role
1.Group Participant 2.Monitor 3.Risk-Taker and Innovator
Framework
The framework that J. Wills suggests is of three phases: pre-task, task cycle and language focus.
The task cycle
A pre-task activity:
A pre-task is a helpful way to have students see the logic involved in what they are being asked to do. An introduction to topic.
The task cycle offers students the opportunity to use whatever language they already know in order to carry out task, and them improve and language under teacher guidance, while planning their reports of the task.
Language focus
Language focus, the phase of analysis and practice components, allows a closer study of some specific features occurring in the language used the task cycle.
Task cycle
+ info
+ info
+ info
Process
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod
+ info
+ info
+ info
Lorem ipsum 1Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
Lorem ipsum 1 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
vs
Lorem ipsum 2Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
Lorem ipsum 2 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
Lorem ipsum 1Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
Lorem ipsum 1 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
vs
Lorem ipsum 2Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
Lorem ipsum 2 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tinci
Let’s Talk: Part 1
What’s your Favourite drink? In this lesson you will talk about your favourite drink and why you like it. You will interview your friends about t Part 1: What’s your favourite drink? Interview your friends. There are many popular drinks around the world. In your notebook, think of five ~ seven questions to ask about drinks. (Hint, What is your favourite drink, why do you like it?) Write your answers and then ask four friends. Write their answers in your notebook.
Let’s Talk: Part 2
VocabularyFind these words in the dictionary. Write the meaning in your notebook.Beans , loose, popular beverages. Part 1: How do you like your drink??? Scenario Work with five students . You are a waitress in a restaurant . Ask them what they want to drink and how do they prefer it ……. A table. A menu. A piece of paper and a pen . Part 2: Analysis: Write the questions and the answers in your note book to share it with your class.
Thanks!