Task based concepts to develop speaking skills
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The document discusses task-based language learning. It defines task-based learning as using familiar tasks in the target language to promote acquisition. It identifies three types of gaps that can be used in tasks: information gaps, opinion gaps, and reasoning gaps. Each type of gap involves a different cognitive process. The document also outlines the typical structure of a task-based lesson with three stages: pre-task, task, and post-task.
Task based concepts to develop speaking skills
- 2. To identify principles of the task based learning. To Identify types of gaps to promote speaking activities. To apply the identified gaps into their classroom practice.
- 3. What is TBL? Task-based language learning is the method of language acquisition that involves doing familiar task using the target language. As these are familiar task there is a large range of possibilities; for example, visiting a doctor, conducting an interview, or calling customer service for help. Wikipedia
- 4. A task involves a primary focus on (pragmatic) meaning. A task has some kind of ‘gap’. The participants choose the linguistic resources needed to complete the task. A task has a clearly defined, non-linguistic outcome
- 5. 1. Pre task a. Introduce/motivate b. Clarify the outcome c. Provide some language d. Model 2. Task a. Ss perform the task b. T observes/counsels/intervenes 3. Review a. Ss present a final product b. Feedback c. Language analysis
- 6. Types › Information gaps › Opinion gaps › Reasoning gaps
- 7. Involves a transfer of given information from one person to another Calls for the decoding or encoding of information from or into language. Each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other.
- 8. Example
- 9. Involve identifying and articulating a personal preference, feeling, or attitude in response to a given situation The activity may involve using factual information and formulating arguments to justify one’s opinion. No objective procedure for demonstrating outcomes as right or wrong.
- 10. Example
- 11. Involve deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended.
- 12. Example
- 13. Focus on meaning There’s a kind of gap Non restricted linguistic resources Clearly defined outcome Task