SlideShare uma empresa Scribd logo
1 de 28
Baixar para ler offline
King Saud University
Department of Curriculum and Instruction
Advanced Methodology for TESOL-2(586)
Section (30337)
Second Semester 2012
Task –Based Language Teaching
            TBLT
Task-Based Teaching


“Any approach to language pedagogy will
“Any approach to language pedagogy will
need to concern itself with three essential
need to concern itself with three essential
elements: language data, information, and
elements: language data, information, and
opportunities for practice”,
opportunities for practice”,
                         David Nunan,
                         David Nunan,
TBLT - Definition

“A Task is an activity where the
 “A Task is an activity where the
target language is used by the
 target language is used by the
learner for a communicative
 learner for a communicative
purpose (goal) in order to achieve
 purpose (goal) in order to achieve
an outcome”
 an outcome”
                        Jane Willis
                        Jane Willis
What is ‘task-based language
       teaching’?


TBLT is an approach to teaching a
second/foreign language that seeks to
engage learners in interactionally
authentic language use by having them
perform a series of tasks. It aims to both
enable learners (1) to acquire new
linguistic knowledge and (2) to
proceduralize their existing knowledge.
BACKGROUND OF TASK-BASED
           LEARNING



Two early applications of a task-
 Two early applications of a task-
based learning within a
 based learning within a
communicative framework for
 communicative framework for
language teaching were the
 language teaching were the
Malaysian Communicational
 Malaysian Communicational
Syllabus(1975) and the Bangalore
 Syllabus(1975) and the Bangalore
Project Prabhu 1987)
 Project Prabhu 1987)
TBLT Advocates


David Nunan




              C. Candlin
Why Using Task-Based Approach?

•• Students are free of language control
     Students are free of language control
•• A natural context is developed from the
     A natural context is developed from the
students‘ experiences. with the language that
 students‘ experiences. with the language that
is personalised and relevant to them.
 is personalised and relevant to them.
•• They will be exposed to a whole range of
    They will be exposed to a whole range of
lexical phrases, collocations and patterns as
 lexical phrases, collocations and patterns as
well as language forms.
 well as language forms.
•• Students needs dictate what will be covered
    Students needs dictate what will be covered
rather than a decision made by the teacher or
 rather than a decision made by the teacher or
the coursebook.
 the coursebook.
•• It is a strong communicative approach where
    It is a strong communicative approach where
students spend a lot of time communicating.
 students spend a lot of time communicating.
•• Provide Self-Access Activities.
    Provide Self-Access Activities.
•• It is enjoyable and motivating.
    It is enjoyable and motivating.
THE RATIONALE OF TASK-
                         BASED LEARNING

 1. Theory of Language
Several assumptions about the nature of language can be said
to underlie current approaches to task-based learning. These
are:
o Language is primarily a means of making meaning
o Multiple models of language inform task-based learning.
o Lexical units are central in language use and language
  learning
o “Conversation” is the central focus of language and the
  keystone of language acquisition
2-Theory of Learning

           Task-based learning shares the general
           assumptions about the nature of language learning
           underlying Communicative Language Teaching.


o Tasks provide both the input and the output processing
  necessary for language acquisition.
o Task activity and achievement are motivational.
o Learning difficulty can be negotiated and fine-tuned for
  particular pedagogical purposes.
TBLT Design
Objectives:
Objectives:
As with other communicative
approaches ,goals in TBLT are determined
by the specific needs of particular learners.

The Syllabus:
The Syllabus:
Task –based syllabuses represent a particular
realization of Communicative Language Teaching
(Nunan1989). The designer conducts a needs
analysis ,which yields a list of the communicative
tasks that the learners will need to carry out.
there is a basic distinction between target
 ( real world) tasks and pedagogical tasks .
Types of Tasks:
Types of Tasks:


1-A Task …
       is goal directed.
       involves a primary focus on meaning.
       has a clearly defined outcome.




2-The participants choose the linguistic
resources needed to complete the task.
In the literature on TBLT , several attempts
                   have been made to group tasks into categories,
                   as a basis for task design and description.
Willis (1996) proposes six task types:
                     LISTING: Processes: Brainstorming, fact-finding.

     ORDERING AND SORTING: Processes: Sequencing, ranking, categorizing, classifying.



                 COMPARING: Processes: Matching, finding similarities, finding differences.

          PROBLEM SOLVING: Processes: Analysing real or hypothetical situations, reasoning, and
                           decision making.

         SHARING PERSONAL Processes: Narrating, describing, exploring and explaining attitudes,
             EXPERIENCES: opinions, reactions.

            CREATIVE TASKS: Processes: Brainstorming, fact-finding, ordering and sorting,
                            comparing, problem solving and many others.
Tasks and the four
         language skills:
A common misunderstanding of task-
 A common misunderstanding of task-
based instruction is that it necessarily
 based instruction is that it necessarily
involves oral interaction.
 involves oral interaction.
But tasks can be designed to develop any
 But tasks can be designed to develop any
of the four language skills (listening,
 of the four language skills (listening,
speaking, reading and writing).
 speaking, reading and writing).
Many tasks are ‘integrative’ (i.e. involve
 Many tasks are ‘integrative’ (i.e. involve
more than one skill).
 more than one skill).
How does this photo demonstrate the Task-Based Approach?
Video


• Describe the role of the teacher and
  the students.



• Guess what are the phases of a
  lesson applying TBLT.
Teacher & Students in TBLT

Role of the Teacher
Role of the Teacher

o Cooperate, Listen and respond to St
  needs.
o Decide what tasks to work on.
o Decide when to try a new task.
o Correct and keep feedback
  (analysis).
o Help St Monitor each other.
Role of the Students:
Role of the Students:

o Work individually or with the groups
  equally .
o Gather and organize information
  (report).
o Present results to others St and/or
  Instructor.
o Risk-taker and innovator.
Procedure
             Willis (1996:56-57) recommends the following
                         sequence of activities:
             Introduction to topic and task: Teacher explores the topic with the
             class, highlights useful words and phrases, helps students
 Pre-task
             understand task instructions and prepare.

             Task: Students do the task, in pairs or small groups. Teacher monitors
             from a distance.
             Planning: Students prepare to report to the whole class( orally or in
             writing) how they did the task, what they decided or discovered.
Task Cycle
             Report: Some groups present their reports to the class, or exchange
             written reports and compare results.



             Analysis: Students examine and discuss specific features of the text
             or transcript of the recording.
Language
             Practice: Teacher conducts practice or new words, phrases and
  Focus
             patterns occurring in the data, either during or after the analysis
             (Willis 1996: 38).
Pedagogic problems
Problem                           Solution
1. Teachers often believe that    Teachers need to understand that
TBLT is not possible with         TBLT involves input-based as
beginners.                        well as out-put based tasks and
                                  that it is possible to build up
                                  proficiency initially through a
                                  series of simple input-based
                                  tasks.

2. Students may be unwilling to   •    Allow planning time
risk communicating ‘freely’.      •    Learner-training.
3. Students will resort to        This is arguably not a problem; as
communicating in their L1.         proficiency develops learners
                                  automatically begin to use more
                                        of
                                  the L2.

4. Teachers may not fully         More effective teacher training.
understand the principles or
TBLT or have the proficiency to
teach ‘communicatively’.
Problems with the Educational
                   System

Problems               Solutions
1. Emphasis on         Educational
‘knowledge learning’   philosophy needs to
                       change
2. Examination system More communicative
                      tests need to be
                      developed.
3. Large classes       Use group work;
                       develop tasks suited to
                       large classes.
Divide Yourselves into two groups



   Make two lists of what you think are
  the advantage and the disadvantages
                of TBLT.
Conclusions
Task-Based Language Teaching addresses some of
the ways students are changing
Any curriculum content can be taught through tasks .
the key point is that the teacher usually will have to
create their own worksheets or strategies!
The teacher must stay very active during a task-
based lesson assisting students individually or as a
group!
It emphasizes meaning over form but can also cater
for learning form.
It is compatible with a learner-centred educational
philosophy but also allows for teacher input and
direction.
It caters to the development of communicative
fluency while not neglecting accuracy.


It can be used alongside a more traditional
approach.
Task based learning
Let’s Talk: 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.

Part 2: Vocabulary

Find 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.
THANK
YOU VERY
 MUCH!

Mais conteúdo relacionado

Mais procurados

The lexical approach
The lexical approachThe lexical approach
The lexical approachGamze Ks
 
TBL (Task based learning)
TBL (Task based learning)TBL (Task based learning)
TBL (Task based learning)tortadericota
 
Task based syllabus
Task based syllabusTask based syllabus
Task based syllabusUspan Sayuti
 
Post methods era in Language Teaching
Post methods era in Language TeachingPost methods era in Language Teaching
Post methods era in Language TeachingSamira Rahmdel
 
The lexical approach
The lexical approachThe lexical approach
The lexical approachThao Le
 
The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching Mr. Robin Hatfield, M.Ed.
 
SLA: Approaches, methods and techniques
SLA: Approaches, methods and techniquesSLA: Approaches, methods and techniques
SLA: Approaches, methods and techniquesValeria Roldán
 
Task Based Language Teaching - TBLT
Task Based Language Teaching - TBLTTask Based Language Teaching - TBLT
Task Based Language Teaching - TBLTMüberra GÜLEK
 
Language teaching: Approaches and methods
Language teaching: Approaches and methodsLanguage teaching: Approaches and methods
Language teaching: Approaches and methodsMa Alejandra Soto
 
Community Language Learning ( CLL )
Community Language Learning ( CLL )Community Language Learning ( CLL )
Community Language Learning ( CLL )Youngphilosopher
 
Task based learning historical background (1)
Task based learning historical background (1)Task based learning historical background (1)
Task based learning historical background (1)rociomarcely
 
The silent way
The silent wayThe silent way
The silent wayTaghreeed
 
Content based syllabus
Content based syllabusContent based syllabus
Content based syllabusSavera Hayyam
 
TEFL - The Oral Approach & Situational Language Teaching
TEFL - The Oral Approach & Situational Language TeachingTEFL - The Oral Approach & Situational Language Teaching
TEFL - The Oral Approach & Situational Language TeachingSheila Wijayanti
 

Mais procurados (20)

Task based syllabus
Task based syllabusTask based syllabus
Task based syllabus
 
Notional functional syllabus
Notional functional syllabusNotional functional syllabus
Notional functional syllabus
 
The lexical approach
The lexical approachThe lexical approach
The lexical approach
 
TBL (Task based learning)
TBL (Task based learning)TBL (Task based learning)
TBL (Task based learning)
 
The Audiolingual Method
The Audiolingual MethodThe Audiolingual Method
The Audiolingual Method
 
Task based syllabus
Task based syllabusTask based syllabus
Task based syllabus
 
Post methods era in Language Teaching
Post methods era in Language TeachingPost methods era in Language Teaching
Post methods era in Language Teaching
 
The lexical approach
The lexical approachThe lexical approach
The lexical approach
 
Clt
CltClt
Clt
 
The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching
 
SLA: Approaches, methods and techniques
SLA: Approaches, methods and techniquesSLA: Approaches, methods and techniques
SLA: Approaches, methods and techniques
 
Task Based Language Teaching - TBLT
Task Based Language Teaching - TBLTTask Based Language Teaching - TBLT
Task Based Language Teaching - TBLT
 
Language teaching: Approaches and methods
Language teaching: Approaches and methodsLanguage teaching: Approaches and methods
Language teaching: Approaches and methods
 
Community Language Learning ( CLL )
Community Language Learning ( CLL )Community Language Learning ( CLL )
Community Language Learning ( CLL )
 
SKILL BASED SYLLABUS
SKILL BASED SYLLABUSSKILL BASED SYLLABUS
SKILL BASED SYLLABUS
 
Task Based Language Teaching
Task Based Language TeachingTask Based Language Teaching
Task Based Language Teaching
 
Task based learning historical background (1)
Task based learning historical background (1)Task based learning historical background (1)
Task based learning historical background (1)
 
The silent way
The silent wayThe silent way
The silent way
 
Content based syllabus
Content based syllabusContent based syllabus
Content based syllabus
 
TEFL - The Oral Approach & Situational Language Teaching
TEFL - The Oral Approach & Situational Language TeachingTEFL - The Oral Approach & Situational Language Teaching
TEFL - The Oral Approach & Situational Language Teaching
 

Destaque

PPP Model (Presentation, Practice and Production)
PPP Model (Presentation, Practice and Production)PPP Model (Presentation, Practice and Production)
PPP Model (Presentation, Practice and Production)Jang EN
 
la enseñanza para la comprensión
la enseñanza para la comprensión la enseñanza para la comprensión
la enseñanza para la comprensión Mony Reyes
 
A Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageA Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageGholamabbass Shahheidaripour
 
Task based learning diapositivas
Task based learning diapositivasTask based learning diapositivas
Task based learning diapositivasgingerfresa
 
The ppp approach to language teaching
The ppp approach to language teachingThe ppp approach to language teaching
The ppp approach to language teachingFani Girón
 
The ppp teaching method (power point)
The ppp teaching method (power point)The ppp teaching method (power point)
The ppp teaching method (power point)Lis Nieto
 
Task based learning diapositivas
Task based learning diapositivasTask based learning diapositivas
Task based learning diapositivasgingerfresa
 
Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Patrmartin
 
Cll community language learning
Cll community language learningCll community language learning
Cll community language learningSiwar Bdioui
 
the best ever TPR by Adnan Hadi
the best ever TPR by Adnan Hadi the best ever TPR by Adnan Hadi
the best ever TPR by Adnan Hadi Adnan Hadi
 
Community language learning
Community language learningCommunity language learning
Community language learningAgustina Ondano
 
Total Physical Response (TPR)
Total Physical Response (TPR)Total Physical Response (TPR)
Total Physical Response (TPR)Mecnun Genç
 
Communicative language teaching (clt)
Communicative language teaching (clt)Communicative language teaching (clt)
Communicative language teaching (clt)Safa El Ghoul
 
Silent Way Teaching Method
Silent Way Teaching MethodSilent Way Teaching Method
Silent Way Teaching MethodAhmet Ateş
 

Destaque (20)

Task based learning
Task based learningTask based learning
Task based learning
 
PPP Model (Presentation, Practice and Production)
PPP Model (Presentation, Practice and Production)PPP Model (Presentation, Practice and Production)
PPP Model (Presentation, Practice and Production)
 
la enseñanza para la comprensión
la enseñanza para la comprensión la enseñanza para la comprensión
la enseñanza para la comprensión
 
A Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageA Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign Language
 
Task based learning diapositivas
Task based learning diapositivasTask based learning diapositivas
Task based learning diapositivas
 
The ppp approach to language teaching
The ppp approach to language teachingThe ppp approach to language teaching
The ppp approach to language teaching
 
The ppp teaching method (power point)
The ppp teaching method (power point)The ppp teaching method (power point)
The ppp teaching method (power point)
 
Task based learning diapositivas
Task based learning diapositivasTask based learning diapositivas
Task based learning diapositivas
 
The ppp method
The ppp methodThe ppp method
The ppp method
 
Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Task based language teaching (formato 2010)
Task based language teaching (formato 2010)
 
Task Based Learning
Task Based LearningTask Based Learning
Task Based Learning
 
Cll community language learning
Cll community language learningCll community language learning
Cll community language learning
 
the best ever TPR by Adnan Hadi
the best ever TPR by Adnan Hadi the best ever TPR by Adnan Hadi
the best ever TPR by Adnan Hadi
 
Total Physical Response (TPR)
Total Physical Response (TPR)Total Physical Response (TPR)
Total Physical Response (TPR)
 
Task based learning
Task based learningTask based learning
Task based learning
 
Community language learning
Community language learningCommunity language learning
Community language learning
 
Total Physical Response (TPR)
Total Physical Response (TPR)Total Physical Response (TPR)
Total Physical Response (TPR)
 
Me tpr
Me tprMe tpr
Me tpr
 
Communicative language teaching (clt)
Communicative language teaching (clt)Communicative language teaching (clt)
Communicative language teaching (clt)
 
Silent Way Teaching Method
Silent Way Teaching MethodSilent Way Teaching Method
Silent Way Teaching Method
 

Semelhante a Task based learning

Task based-language-teachingkom-121024110933-phpapp01
Task based-language-teachingkom-121024110933-phpapp01Task based-language-teachingkom-121024110933-phpapp01
Task based-language-teachingkom-121024110933-phpapp01Àbdélhàdi ElhOùs
 
Task based-language-teaching k om
Task based-language-teaching k omTask based-language-teaching k om
Task based-language-teaching k omFlorida Hunay
 
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufiTask based language teaching @mehdi sufi
Task based language teaching @mehdi sufiIELTS Council
 
Task-based L2 pedagogy from the teacher’s point of view
Task-based L2 pedagogy from the teacher’s point of viewTask-based L2 pedagogy from the teacher’s point of view
Task-based L2 pedagogy from the teacher’s point of viewAndonic
 
Task based instruction
Task based instructionTask based instruction
Task based instructionTuğçe Aslan
 
British council resources ii
British council resources iiBritish council resources ii
British council resources iiJuan Ramírez
 
Pta february 2007_tr
Pta february 2007_trPta february 2007_tr
Pta february 2007_trKatrin Saks
 
Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Kum Visal
 
Task based language teaching
Task based language teachingTask based language teaching
Task based language teachingSheila Rad
 
Current Approaches.pptxgggggggggggggggggggggggggg
Current Approaches.pptxggggggggggggggggggggggggggCurrent Approaches.pptxgggggggggggggggggggggggggg
Current Approaches.pptxggggggggggggggggggggggggggzgekaragz3
 
tblt .pdf
tblt .pdftblt .pdf
tblt .pdfNurayB1
 
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El Kouzouni
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El KouzouniThe English Language Teaching Frameworks by Ayoub Oubla & Zakaria El Kouzouni
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El KouzouniAyoub Oubla
 
THE COMMUNICATIVE APPROACHES
THE COMMUNICATIVE APPROACHESTHE COMMUNICATIVE APPROACHES
THE COMMUNICATIVE APPROACHESLilis Fauziah
 
English Language Teaching Frameworks - Yasmina Zergani.pptx
English Language Teaching Frameworks - Yasmina Zergani.pptxEnglish Language Teaching Frameworks - Yasmina Zergani.pptx
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
 
Seven twenty first century approaches to language teaching
Seven twenty first century approaches to language teachingSeven twenty first century approaches to language teaching
Seven twenty first century approaches to language teachingedac4co
 
Improved approaches presentation
Improved approaches presentationImproved approaches presentation
Improved approaches presentationAlejandro Toro
 

Semelhante a Task based learning (20)

Task based-language-teachingkom-121024110933-phpapp01
Task based-language-teachingkom-121024110933-phpapp01Task based-language-teachingkom-121024110933-phpapp01
Task based-language-teachingkom-121024110933-phpapp01
 
Task based-language-teaching k om
Task based-language-teaching k omTask based-language-teaching k om
Task based-language-teaching k om
 
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufiTask based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
 
Task-based L2 pedagogy from the teacher’s point of view
Task-based L2 pedagogy from the teacher’s point of viewTask-based L2 pedagogy from the teacher’s point of view
Task-based L2 pedagogy from the teacher’s point of view
 
Task based instruction
Task based instructionTask based instruction
Task based instruction
 
British council resources ii
British council resources iiBritish council resources ii
British council resources ii
 
Pta february 2007_tr
Pta february 2007_trPta february 2007_tr
Pta february 2007_tr
 
Taskuk
TaskukTaskuk
Taskuk
 
Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Applied linguistics "An informed approach"
Applied linguistics "An informed approach"
 
Task based language teaching
Task based language teachingTask based language teaching
Task based language teaching
 
Current Approaches.pptxgggggggggggggggggggggggggg
Current Approaches.pptxggggggggggggggggggggggggggCurrent Approaches.pptxgggggggggggggggggggggggggg
Current Approaches.pptxgggggggggggggggggggggggggg
 
tblt .pdf
tblt .pdftblt .pdf
tblt .pdf
 
Task based teaching
Task based teachingTask based teaching
Task based teaching
 
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El Kouzouni
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El KouzouniThe English Language Teaching Frameworks by Ayoub Oubla & Zakaria El Kouzouni
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El Kouzouni
 
Task Based Learning
Task Based LearningTask Based Learning
Task Based Learning
 
THE COMMUNICATIVE APPROACHES
THE COMMUNICATIVE APPROACHESTHE COMMUNICATIVE APPROACHES
THE COMMUNICATIVE APPROACHES
 
English Language Teaching Frameworks - Yasmina Zergani.pptx
English Language Teaching Frameworks - Yasmina Zergani.pptxEnglish Language Teaching Frameworks - Yasmina Zergani.pptx
English Language Teaching Frameworks - Yasmina Zergani.pptx
 
Module 1 by Ana Tudor
Module 1 by Ana TudorModule 1 by Ana Tudor
Module 1 by Ana Tudor
 
Seven twenty first century approaches to language teaching
Seven twenty first century approaches to language teachingSeven twenty first century approaches to language teaching
Seven twenty first century approaches to language teaching
 
Improved approaches presentation
Improved approaches presentationImproved approaches presentation
Improved approaches presentation
 

Último

Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 

Último (20)

Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 

Task based learning

  • 1. King Saud University Department of Curriculum and Instruction Advanced Methodology for TESOL-2(586) Section (30337) Second Semester 2012
  • 2. Task –Based Language Teaching TBLT
  • 3. Task-Based Teaching “Any approach to language pedagogy will “Any approach to language pedagogy will need to concern itself with three essential need to concern itself with three essential elements: language data, information, and elements: language data, information, and opportunities for practice”, opportunities for practice”, David Nunan, David Nunan,
  • 4. TBLT - Definition “A Task is an activity where the “A Task is an activity where the target language is used by the target language is used by the learner for a communicative learner for a communicative purpose (goal) in order to achieve purpose (goal) in order to achieve an outcome” an outcome” Jane Willis Jane Willis
  • 5. What is ‘task-based language teaching’? TBLT is an approach to teaching a second/foreign language that seeks to engage learners in interactionally authentic language use by having them perform a series of tasks. It aims to both enable learners (1) to acquire new linguistic knowledge and (2) to proceduralize their existing knowledge.
  • 6. BACKGROUND OF TASK-BASED LEARNING Two early applications of a task- Two early applications of a task- based learning within a based learning within a communicative framework for communicative framework for language teaching were the language teaching were the Malaysian Communicational Malaysian Communicational Syllabus(1975) and the Bangalore Syllabus(1975) and the Bangalore Project Prabhu 1987) Project Prabhu 1987)
  • 8. Why Using Task-Based Approach? •• Students are free of language control Students are free of language control •• A natural context is developed from the A natural context is developed from the students‘ experiences. with the language that students‘ experiences. with the language that is personalised and relevant to them. is personalised and relevant to them. •• They will be exposed to a whole range of They will be exposed to a whole range of lexical phrases, collocations and patterns as lexical phrases, collocations and patterns as well as language forms. well as language forms. •• Students needs dictate what will be covered Students needs dictate what will be covered rather than a decision made by the teacher or rather than a decision made by the teacher or the coursebook. the coursebook. •• It is a strong communicative approach where It is a strong communicative approach where students spend a lot of time communicating. students spend a lot of time communicating. •• Provide Self-Access Activities. Provide Self-Access Activities. •• It is enjoyable and motivating. It is enjoyable and motivating.
  • 9. THE RATIONALE OF TASK- BASED LEARNING 1. Theory of Language Several assumptions about the nature of language can be said to underlie current approaches to task-based learning. These are: o Language is primarily a means of making meaning o Multiple models of language inform task-based learning. o Lexical units are central in language use and language learning o “Conversation” is the central focus of language and the keystone of language acquisition
  • 10. 2-Theory of Learning Task-based learning shares the general assumptions about the nature of language learning underlying Communicative Language Teaching. o Tasks provide both the input and the output processing necessary for language acquisition. o Task activity and achievement are motivational. o Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.
  • 11. TBLT Design Objectives: Objectives: As with other communicative approaches ,goals in TBLT are determined by the specific needs of particular learners. The Syllabus: The Syllabus: Task –based syllabuses represent a particular realization of Communicative Language Teaching (Nunan1989). The designer conducts a needs analysis ,which yields a list of the communicative tasks that the learners will need to carry out.
  • 12. there is a basic distinction between target ( real world) tasks and pedagogical tasks .
  • 13. Types of Tasks: Types of Tasks: 1-A Task … is goal directed. involves a primary focus on meaning. has a clearly defined outcome. 2-The participants choose the linguistic resources needed to complete the task.
  • 14. In the literature on TBLT , several attempts have been made to group tasks into categories, as a basis for task design and description. Willis (1996) proposes six task types: LISTING: Processes: Brainstorming, fact-finding. ORDERING AND SORTING: Processes: Sequencing, ranking, categorizing, classifying. COMPARING: Processes: Matching, finding similarities, finding differences. PROBLEM SOLVING: Processes: Analysing real or hypothetical situations, reasoning, and decision making. SHARING PERSONAL Processes: Narrating, describing, exploring and explaining attitudes, EXPERIENCES: opinions, reactions. CREATIVE TASKS: Processes: Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others.
  • 15. Tasks and the four language skills: A common misunderstanding of task- A common misunderstanding of task- based instruction is that it necessarily based instruction is that it necessarily involves oral interaction. involves oral interaction. But tasks can be designed to develop any But tasks can be designed to develop any of the four language skills (listening, of the four language skills (listening, speaking, reading and writing). speaking, reading and writing). Many tasks are ‘integrative’ (i.e. involve Many tasks are ‘integrative’ (i.e. involve more than one skill). more than one skill).
  • 16. How does this photo demonstrate the Task-Based Approach?
  • 17. Video • Describe the role of the teacher and the students. • Guess what are the phases of a lesson applying TBLT.
  • 18. Teacher & Students in TBLT Role of the Teacher Role of the Teacher o Cooperate, Listen and respond to St needs. o Decide what tasks to work on. o Decide when to try a new task. o Correct and keep feedback (analysis). o Help St Monitor each other.
  • 19. Role of the Students: Role of the Students: o Work individually or with the groups equally . o Gather and organize information (report). o Present results to others St and/or Instructor. o Risk-taker and innovator.
  • 20. Procedure Willis (1996:56-57) recommends the following sequence of activities: Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students Pre-task understand task instructions and prepare. Task: Students do the task, in pairs or small groups. Teacher monitors from a distance. Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered. Task Cycle Report: Some groups present their reports to the class, or exchange written reports and compare results. Analysis: Students examine and discuss specific features of the text or transcript of the recording. Language Practice: Teacher conducts practice or new words, phrases and Focus patterns occurring in the data, either during or after the analysis (Willis 1996: 38).
  • 21. Pedagogic problems Problem Solution 1. Teachers often believe that Teachers need to understand that TBLT is not possible with TBLT involves input-based as beginners. well as out-put based tasks and that it is possible to build up proficiency initially through a series of simple input-based tasks. 2. Students may be unwilling to • Allow planning time risk communicating ‘freely’. • Learner-training. 3. Students will resort to This is arguably not a problem; as communicating in their L1. proficiency develops learners automatically begin to use more of the L2. 4. Teachers may not fully More effective teacher training. understand the principles or TBLT or have the proficiency to teach ‘communicatively’.
  • 22. Problems with the Educational System Problems Solutions 1. Emphasis on Educational ‘knowledge learning’ philosophy needs to change 2. Examination system More communicative tests need to be developed. 3. Large classes Use group work; develop tasks suited to large classes.
  • 23. Divide Yourselves into two groups Make two lists of what you think are the advantage and the disadvantages of TBLT.
  • 24. Conclusions Task-Based Language Teaching addresses some of the ways students are changing Any curriculum content can be taught through tasks . the key point is that the teacher usually will have to create their own worksheets or strategies! The teacher must stay very active during a task- based lesson assisting students individually or as a group! It emphasizes meaning over form but can also cater for learning form. It is compatible with a learner-centred educational philosophy but also allows for teacher input and direction.
  • 25. It caters to the development of communicative fluency while not neglecting accuracy. It can be used alongside a more traditional approach.
  • 27. Let’s Talk: 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. Part 2: Vocabulary Find 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.