Task-Based Language Teaching (TBLT)
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The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
Task-Based Language Teaching (TBLT)
- 2. Hello! Ashwaq Naif Almuqati Shaqra University [email protected] Moustafa M. Shalabi Awang Had Salleh School of Graduate Studies University Utara Malaysia, [email protected]
- 4. 1 2 3 4 Defining “Tasks”5 Teacher’s role6 7 Student’s role
- 5. 8 9 10 11
- 6. “Introduction Task-based learning is an alternative approach to communicative language teaching because a task involves a primary focus on meaning, real-world processes of language use and any of the four language skills.
- 7. Introduction 😉 Teaching efficiency is improved when the learners and their learning are the focus of attention instead of the teacher. 😉 It is a communicative approach 😉 The aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency.
- 8. BACKGROUND
- 9. 📌 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. Theory of language
- 10. 📌 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 Theory of learning
- 11. ““A piece of classroom work that involve learners in comprehending, manipulating, producing, or interacting in target language while attention is focus on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.” (Nunan, 2004)
- 12. ““Any approach to language pedagogy will need to concern itself with three essential elements: language data, information, and opportunities for practice”, David Nunan
- 13. “ What is task?
- 14. ““A taskis an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” “ A taskis a piece of work that must be done, especially one that is difficult or that must be done regularly.” (Longman English Dictionary) (Willis, 1996)
- 15. “ A task is to give someone the responsibility for doing something.” (Longman English Dictionary) “ A task is any activity that learners engage in to process of learning a language.” (Williams and Burden, 1997:168 “In contrast, exercises are activities that call for primarily form-focused language use. “ (Ellis, 2003)
- 16. Why Using Task-Based Approach TBLT- Engaging Your Students “ Students may not produce the target language during the free practice stage because they find they are unable to use existing language resources to complete the task”. Richard Frost
- 17. The TBL framework supports these conditions in a classroom environment.
- 18. Teacher Roles SELECTOR AND SEQUENCER OF TASKS: A central role of the teacher is in selecting, adapting and/or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner neeeds, interests and language skill level. PREPARING LEARNERS FOR TASKS: Activities might include topic introduction, clarifying task instructions, helping students learn or recall useful words and phrases to facilitate task accomplishment and providing partial demonstration of task procedures.
- 19. Learner Roles Primary roles that are implied by task work are: GROUP PARTICIPANT: many tasks will be done in pairs or in small groups. MONITOR: in TBL, tasks are not employed for their own sake but as a means of facilitating learning. Class activities have to be designed so that students have the opportunity to notice how language is used in communication. RISK-TAKER AND INNOVATOR: many tasks will require learners to create and interpret messages for which they lack full linguitic resources and prior experience. The skills of guessing from linguistic and contextual clues, asking for clarification and consulting with other learners may also need to be developed.
- 20. 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). Procedure Sequenceofactivities Pretask The task cycle The language focus
- 21. Pretask Instructionstotopic andtask The focus is on the topic There are new structures introduced Instructions to do the task are given TBLT
- 22. The task cycle Task planning Report Post task listening TBLT
- 23. The language focus Analysis • Students are given an opportunity to reflect and analyse the new language which has emerged through the task. Practice • Students put the language acquired into practice.
- 25. Advantages 1. 1. TBL is applicable and suitable for students of all ages and background. 2. 2. Students will have a much more varied exposure to language with TBL. 3. 3. Students are free to use whatever vocabulary and grammar they know, rather than just the task language of the lesson. 4. 4. Allows meaningful communication. 5. 5. Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. 6. 6. Encourages students to be more ambitious in the language.
- 26. Disadvantages 1. TBI requires a high level of creativity and initiative on the part of the task. 2. TBI requires resources beyond the textbooks and related materials usually found in language classrooms. 3. TBI is not teacher-centered and it requires individual and group responsibility and commit mention the part of students. 4. There is a risk for learners to achieve fluency at the expense of accuracy.
- 27. Thanks! Any questions? You can find us at [email protected] [email protected]
- 28. 📖 David Nunan,Aspects of Task-Based Syllabus Design, The English Centre, University of Hong Kong, December 2001. 📖 Teaching English through a task-based approach. Jane Willis, 2002. 📖 Richard Frost British Council, BBC World Service, 2006 . 📖 Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. 📖 Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. 📖 Harmer, J. (1998). How to teach English: An introduction to the practice of English teaching. Essex : Addison Wesley Longman Limited. 📖 Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. 📖 Jost, N. (2003). Issues in Task-based Language Instruction. 📖 JALT Conference Proceedings. Tokyo : Association for Language Teaching. 📖 Willis, J. (1996). A framework for task-based learning. Essex : Addison Wesley Longman Limited. References