Task based language learning
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The document discusses Task-Based Language Teaching (TBLT), outlining its historical background, key definitions, and principles. TBLT focuses on using meaningful tasks to facilitate second language acquisition by engaging students effectively and encouraging natural language use. The approach emphasizes that learning occurs best when students are motivated and able to interact in meaningful contexts, supporting their development in a second language.
Task based language learning
- 2. Niyatiben A. Pathak Enrollement no. . 2069108420180042 Email Id :- napathak02@gmail.com Paper : English Language Teaching Guide : Vaidehi Hariyani ma’am Submitted to : Department Of English MKBU
- 3. • As teachers we always complain about our students do not speak in English in our classroom . They might feel threaten or shy; but the fact is , few of them actually dare. • The task-based learning ( TBL) helps students to have a meaningful experience with language and give them context and the result is motivation . INTRODUCTION .......
- 4. TBLT started in the 1970s when scholar argued that language instruction should teach both grammar and meaning (skehan,2003) The field widely takes Prabhu as one of the first proponents for tasks or TBLT when he started the approach in teaching secondary school classes in Bangalore, India in the 1970s . from then on, TBLT began to be recognized and widely discussed in language teaching and research in second language Acquisition (SLA). HISTORICAL BACKGRUND :-
- 5. Though TBLT is argued to have originated from CLT, it has its own rationales from different philosophies and approaches towards language instruction . Nowadays TBLT is a broad term , which involves not only research and teaching , but testing and curriculum design in SLA.
- 6. Definitions: • A. Nunan (1989) • “A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is primarily focused on meaning rather than form" (p. 10)
- 7. The key assumptions of tasks – based instructions are : • Focus on process • Emphasis in communication and meaning • Language learned by interacting communicatively and purposefully • Activities and tasks can be achived in real life and have a pedagogical purpose • Activities and tasks of a task-based syllabus are sequenced according to difficulty .
- 8. B. Willis (1996) – An activity "where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome" (p. 23) It is more effective to use a meaning- based approach than a form- based approach.
- 9. C. Skehan (1996)- Tasks primarily focus on meaning and resemble real-life situations. Since tasks are goal-directed activities, participants decide which language forms to use to achieve the goal.
- 10. D. Van den Branden (2006) An activity in which a person engages in order to attain an objective, and which necessitates the use of language" (p. 4). It is evident in this definition that there is a language form needed to perform a task; however, the language is the means not the end. Language is the vehicle to reach successful communication when having real- life communicative situations.
- 11. • Is related to communicative language teaching (CLT). • Some researchers argue that TBLT is significantly different than CLT but some thinks that TBLT is at the very core of CLT. • This pedalogy puts the use of TASKS at the core of language teaching . What does Task- based language teaching ( TBLT) mean?
- 12. Why do we use a task based approach? • • Tasks can be easily related to students’ real-life language needs. • • They create contexts that facilitate second language acquisition. • • Tasks create opportunities for focusing on form. • • Students are more likely to develop intrinsic motivation in a task- based approach. • • A task-based approach enables teachers to see if students are developing the ability to communicate in an L2.
- 13. Principles of Task Based Language Teaching: • 1. Making errors is natural and is considered as a part of the process in acquiring the target language. • 2. Exposure to comprehensible input is crucial. • 3. Learning tasks facilitating learners to engage in interactions are essential. • 4. Learners need to be encouraged to produce the target language as producing the target language facilitates learning. • 5. Although language production may be encouraged from the early stage in the learning process, it is reasonable to allow a silent period. • 6. Focus on form is necessary.
- 16. Different Definitions of TASK .... Pica, kanagy and falodun (1993): -
- 17. Some concrete examples of a task ... Two pictures or texts to find the differences Solving a problem Designing a brochure. Preparing a meal. Ordering food in a cafe Talking to someone on the phone Compiling qualities of a good friend.
- 18. 7 types of tasks
- 20. Teacher’s role ..... Selector and Sequencer of Tasks Preparing Learners of Tasks Consciousness – Raising
- 22. EXAMPLE...1
- 23. EXAMPLE ......2
- 24. EXAMPLE ...3
- 25. Objectives of Task Based Language Teaching: to give learners chances for negotiating turns to speak, to engage learners in using language purposefully and cooperatively to give learners chances to try out communication strategies to make learners participate in a complete interaction, not just one-off sentences,
- 26. • TBLT is based on the principle that language learning will progress most successfully if teaching aims simply to create contexts n which the learner’s natural language learning capacity can be natured rather than making a systematic attempt to teach the language bit by bit. Conclusion .....
- 27. Bibliography hariyani, vaidehi. blogspot. 10 july 2018. <http://vaidehi09.blogspot.com/2018/07/matilda-elt1-task-2- part-of-task-based.html>. learning, Task-based language. Wikipedia contributors. 17 aug. 2018. <https://en.wikipedia.org/wiki/Task- based_language_learning>.