TBLT

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Task-based language teaching

TBLT

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Introduction and overview

Principles and practices:

-Needs-based approach -Learning to communicate -Authentic texts -Helping learners focus on the learning process. - Importance of personal experiences -Linking classroom language learning to casual language

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Defining 'task'

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According to Long (1985):

A target task is:

1. A piece of work untertaken for oneself or for others, freely or for some reward
2. Real life situation drills
3. Tasks have a non-linguistic outcome

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According to Richards (1986):

A pedagogical task is:

-An activity or action result of processing or understanding language.

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Furthermore...

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-Task variety will make language teaching more communicative

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Skehan gives out five key characteristics of a task

They are:

-Meaning is primary -Learners don't repeat other people's meanings -Real-world activities -Task completion is important -Task assessment is in terms of outcome

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Nunan's own definition:

A pedagogical task is:

“a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while focusing on mobilizing their grammatical knowledge to express meaning, with the intention to convey meaning. The task should have a sense of completeness.”

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Tyler:

Proposed a 'rational' curriculum model

This model is developed by:

Identifying goals and objectives (syllabus)

Listing, organizing and reading learning experiences (methodology)

Finding means for determining whether the goals and objectives have been achieved (assessment and evaluation)

Stenhouse(1970's):

Planning

Empirical study

-What to teach and learn -Sequencing -Sts. diagnosis

-Evaluation of sts. and T.'s progress -Contexts

In relation to justification

The intention or aim of the curriculum is critically scrutinized.

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Nunan was influenced by Stenhouse

He sees the curriculum as plan, as action and as outcome.

Relationship between CLT and TBLT

Team:

Jessica

Natasha

María Noel

Thanks!