5. Main points of TBL
Process
Communication and meaning
Purposeful activities and tasks
6. Theory of language
Language is primarily a means of making meaning
Multiple models of language inform TBI: structural,
functional and interactional models of language.
Lexical units are central in language use and
language learning
“Conversation” is the central focus of language and
the keystone of language acquisition
7. Theory of learning
Tasks provide both the input and output
processing necessary for language
acquisition
Task activity and achievement are
motivational
Learning difficulty can be negotiated and
fine-tuned for particular pedagogical
purposes
8. The syllabus
Conventional syllabus Task-based syllabus
It specifies the content of a It specifies the task that
course: should be carried by
– Language structures learners within a program:
– Functions – Pedagogical tasks
– Topics and themes – Real-world tasks
– Macro-skills (reading,
writing, listening, speaking)
– Competencies
– Text types
– Vocabulary targets
9. The syllabus
Conventional syllabus Task-based syllabus
It specifies learning It is more concerned
outcomes. with the process of
learning.
11. Teacher roles
Selector and sequencer of tasks
Preparing learners for tasks
Consciousness-raising
12. The role of instructional materials
Pedagogic Materials: They are limited only
by the imagination of the task designer.
Realia: TBI proponents favor the use of
authentic tasks supported by authentic
materials wherever possible.
13. • Students examine a newspaper,
determine its sections, and suggest
Newspapers three new sections that might go in the
newspaper.
• After watching an episode of an
unknown soap opera, students list the
characters (with know or made-up
Television names) and their possible
relationship to other characters in the
episode.
• Seeking to find an inexpensive hotel in
Tokyo, students search with three
different search engines (e.g., Google,
Internet Yahoo), comparing search times and
analyzing the first ten hits to determine
most useful seach engine for their
purpose.
14. Procedure
Jane Willis
She teaches at Aston University,
UK, on their new modular
Masters in TESOL/TESP. Her
books include Teaching English
Through English (Longman),
Challenge and Change in
Language Teaching (with Dave
Willis, Heinemann), and A
Framework for Task-based
Learning (Longman).
18. The language focus
• Students are given an opportunity to reflect and
analyse the new language which has emerged
through the task.
Analysis
• Students put the language acquired into practice.
Practice