Task based.
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Task-based language teaching involves classroom activities where students use the target language to complete meaningful tasks. It focuses on communication over language form. A task is a complete, real-world activity like fulfilling a social transaction. The process involves a pre-task introduction, a task cycle of task completion, planning and reporting, and a language focus on form. Teachers guide students through choosing topics, explaining tasks, and providing feedback without interrupting task completion. This approach allows students to learn through meaningful use of the language.
Task based.
- 2. What is task based learning? Task-based approach is a teaching technique that involves classroom activities and the understanding and application of the target language and interaction among learners. It focuses on the meaning rather than the form of language and the task itself should be a complete unit which can be related to fulfilling an independent social activity. The purpose of task-based approach is to provide learners a natural and real environment to use language in which they will get many opportunities to communicate in the target language when they are trying to complete the task so as to acquire those language skills.
- 3. Task-based approach has been widely applied since the 1980s. It profits from theories like Krashen’s second language acquisition, Vigotsky’s constructivism theory and many others. Task-based approach is a dynamic and developing teaching method which advocates learning and training language knowledge and skills when completing tasks. Teachers are no longer just initiators but guides, nor are learners just receivers but principal agents. Through this approach, learners will learn how to make full use of their own communicative ability to transfer from mother language to target language. It provides an opportunity for them to learn together and mobilizes their potential.
- 4. Stages 1.Pre-task: Topics and tasks are introduced in pre-task stage. Teachers introduce tasks to learners (Willis, 1996). They present necessary knowledge, explain the requirements and procedures of the task in details and help familiarize them with the topic, vocabulary and expressions. In this stage, teachers should take the individual differences among learners into account. 2. Task cycle: Task cycle can be divided into three parts: task, planning and report (Willis, 1996). i) Task. In this part, learners are given plenty of chances to express their ideas in target language. The fluency of language is emphasized. Learners implement tasks in pairs or groups. Teachers supervise the process without interrupting their speech and correcting their errors so that the learners feel safe to express
- 5. b) Planning. This part is the preparation for report. Each group is getting ready to show classmates their process and achievements of the task. Since learners have to report publicly, emphasis of language naturally transfers from fluency to accuracy. In this part, teachers should give suggestions and correct grammar. c) Report. Several learners report to the class while other learners should listen carefully and compare those reports. In this way, all the learners are involved. At last, teachers should be commentators to assess the implementation condition of tasks.
- 6. 3. Language focus: Learning by doing motivates learners to fulfill their potential. Learners master the language by using it communicatively in the classroom, and they still have to learn grammar and memorize vocabulary. Teachers lead learners’ attention to language forms. Some exercises are necessary to consolidate the learnt knowledge and improve their sensitivity to language form. It is divided into two parts: a) Analysis. The purpose in this part is to help learners explore the usage of language, become aware of syntax, phrase arrangements and vocabulary etc.; and help them to systemize the language features they observed in learning process, so as to discover new language knowledge.
- 7. b) Practice. It is necessary for learners to do some exercises under the guide of teachers. This part makes the whole teaching procedure be accepted by learners more easily. It also functions as a conclusion of the whole teaching procedure.
- 8. REFERENCES Willis, J. (1996) A Framework of Task-based Learning. London: Addison-Wesley.