TBLT 2005 from theory to practice

1. TBLT 2005 from theory to practice Problems of implementing a task-based pedagogy in EFL contexts Farzad Salahshour (PhD. Essex) Islamic Azad University- Maragheh, Iran Tabriz1285@hotmail.com

2. TBLT 2005 from theory to practice “Theory without practice is impotent. Practice without theory is blind.” Lenin

3. TBLT 2005 from theory to practiceA common point of departure • TBLT stems from an outlook that emphasizes more on meaning than form. • TBLTis learner and learning oriented and takes into account both target and learning needsof learners. • TBLT is responsive to the research in second language acquisition. • TBLT promotes language learning by accomplishing goal-oriented real-life and pedagogical activities.

4. TBLT 2005 from theory to practice • BANA context EFL/ESL programmes in British, Australian, and North American private language institutions • TESEP context EFL programmes in the tertiary, Secondary and Primary education systems of developing countries

5. TBLT 2005 from theory to practiceThe problem of transfer of technology • Transfer by BANA : Outsider interpretation of EFL context • Transfer by TESEP : Outsider interpretation of EFL technology

7. Obligatory courses Phonology Issues in Linguistics EFL Methods EFL Skills Research Methods Testing …….. ……. Optional courses Issues in applied Linguistics Sociolinguistics SLA Discourse Analysis Writing Term Papers ………. ………. TBLT 2005 from theory to practiceCourse Obligatory & Optional courses in TEFL (MA )

8. TBLT 2005 from theory to practiceTeacher-learner relationship in the schooling culture of TESEP The day when we came to school for the first time we did not know how to read or write. From the first day our very kind teacherguidedus. Teachertaughtus to read and write. Teachertaughtus to keep papers and books clean. Teachertaughtus to be kind to our friends. Teacher taught us to keep ourselves always clean so than we do not get ill. Teachertaughtus to be respectful to our parents. Teachertaughtus to be kind to our brothers and sisters. Teachertaughtus to be friendly with others and try to help them. We are grateful to our teacher who taughtus reading and writing. We are grateful to our teacher who, like a kind father or mother, taughtus to do good things. (Shorish 1988: 62)

9. TBLT 2005 from theory to practiceThe role of Applied linguists in developing countries • The role of applied linguists in developing countries should not be limited to implementing outsider technologies but also to critically analyzing these technologies and the target local context..

10. TBLT 2005 from theory to practice A final remark: Practicing a theory without a critical understanding of the context is futile.