Task-Based Language Teaching

1. Task-Based Language Teaching

2. What is Task-Based Language Teaching? TBLTis an approach which offers students material that they have to engage in order to achieve a goal or complete a task. It aims to both enable learners to acquire linguistic knowledge and to monitor their existing knowledge.

3. What is the theory? Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

4. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such TBLT can be considered a branch of communicative language teaching (CLT).

5. What are the practices? A task-based framework for the use of TBLT in the classroom. This consists of: • Pre-task • Task cycle (Task, Planning, Report) • Language focus (Analysis and Practice)

6. A FRAMEWORK OF TBLT

7. Pre-task Including topic and task The teacher explores the topic with the class and highlights useful words and phrases. The teacher ensures that students understand task instructions and what they will have to show as their task outcome in the report stage.

8. Task cycle Task Students do the task (individually, in pairs, or groups) while the teacher acts as a monitor and provides support.

9. Task cycle Planning Students are given planning time. They prepare to report to the whole class (orally or in writing) what they decided or discovered, and/or how they did the task. The teacher also acts as a language advisor.

10. Task cycle Report Students (individually, in pairs, or groups) present their reports to the class, or exchange written reports. The teacher helps students to compare results and acts as a chairperson, for example, calling on who will go next and gives feedback on content form.

11. Language focus Analysis The teacher more explicitly focuses on form by guiding students in examining/ discussing specific features in the task, the text, or in a transcript of the recording.

12. Language focus Practice The teacher conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis. The teacher can also have students repeat the task as a form of practice with a different partner.

13. What are the types of learning and teaching activities? Types of Learning and Teaching Activities Learning and teaching are based on tasks in TBLT. Tasks are activities that requires learners to reach an outcome by means of own thoughts or communication. • Willisproposes six task types: • Listing • Ordering, sorting, classifying • Comparing, matching • Problem solving • Sharing personal experiences, anecdote, telling • Creative tasks, project work

14. Types of Learning and Teaching Activities Also, Pica, Kanagy, and Falodun(1993) propose five tasks: • Jigsaw Tasks Learners form a whole from different information parts. – a story • Information Gap Tasks In order to complete a task, members of the group negotiate and find out each others’ information. – a meal  • Problem Solving Tasks Students solve a problem with a set of information. • Decision Making Tasks By means of negotiation and discussion students decide on an outcome given with a problem. • Opinion Exchange Tasks Learners exchange their ideas, but not to reach an agreement.

15. What are their advantages? Advantages of Task-Based Language Teaching Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom.

16. Advantages • Task based learning is useful for moving the focus of the learning process from the teacher to the student. • It gives students the different way of understanding language as a tool instead of as a specific goal. • It can take teaching from abstract knowledge to real world application. • A natural context is developed from the students’ experiences with the language that is personalized and relevant to them.

17. Advantages • The tasks are closer to real-life communicative situation. • There is an emphasis on (problem-solving) tasks and the students’ own personalities and responsibility for their own learning has to go together with more formal language work.

18. What are some concerns about it? Task-Based Language Teachingis not easy to prepare a task which is suitable to the students' level. Tasks may be too simple or challenging for students.

19. Task-based learning can be very effective at intermediate levels and beyond, but many teachers question its usefulness in beginner levels. • The preparation for a TBLT based lesson is very demanding. • It is difficult to find out materials for task-based teaching; therefore, teachers should adapt their available materials.

20. Not all students are or will be motivated by TBLT. • Some students need more guidance and will not or cannot `notice´ language forms (grammar) or other elements of accuracy. • Students typically translate and use a lot of their L1 rather than the target language in completing the tasks.

21. How to teach by using Task-Based Language Teaching? Types of task https://www.youtube.com/watch?v=bIuzDOelUWY&feature=youtu.be TBLT Method https://www.youtube.com/watch?v=e6gPBaPsNPs&feature=youtu.be

22. References • https://en.wikipedia.org/wiki/Task-based_language_learning • http://docplayer.net/65421252-Task-based-language-teaching-online-a-guide-for-teachers.html • https://www.teachingenglish.org.uk/article/a-task-based-approach?fbclid=IwAR2uvfUtVR1uwD2J9xcqCDZEXvPj4qzn1SwHlXjVwbRmKXd4KfaMBs7bEHI • https://www.languages.dk/archive/pools-m/manuals/TBL.pdf?fbclid=IwAR2OH6Vrs0p5baRv7BTRcumdmLwgvLvpHXEUVmtZeg2BSPi_31GlV-8wRg4