Task Based Language Teaching- Rod Ellis
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This document discusses Task-Based Language Teaching (TBLT). It provides background on the origins of TBLT from Dewey's views and contributions from various scholars. It defines key concepts like task-focused vs unfocused tasks and compares tasks to situational grammar exercises. It outlines the typical structure of a task-based lesson with pre-task, main task, and post-task phases. It also discusses common misunderstandings and problems in implementing TBLT, and provides solutions and principles for effective implementation, emphasizing the need to tailor tasks to proficiency levels and allow for planning, training, and teacher understanding.
Task Based Language Teaching- Rod Ellis
- 2. TBLT Books First attention Teacher trainers Critics Originated from Dewey’s view Crookes and Gass (1993) Skehan (1998a) Garcia Mayo (2007) Eckerth and siekman (2008) Candlin and Murphy (1987) Prabhu (1987) Estaire and Zanon (1994) Willis (1996) Nunan (1989; 2004) Sheen (1994;2004) Swan (2005) Seedhouse (1999 and 2005) Widdowson (2003)
- 4. Kinds of task Task Focused Hidden target language Opportunities for communicating using some specific linguistic feature Unfocused Opportunities for using language in general communication
- 5. Task vs. Situational Grammar Exercise Situational Grammar Exercise Task-support Structural syllabus PPP Satisfying gap and own resources Task All four criteria Task-based Unfocused task syllabus Input-providing Output-prompting
- 8. Misunderstanding about TBLT • Misrepresentations of theoretical rationale of TBLT • Failure to acknowledge the difference among advocates of TBLT
- 9. Misunderstanding about TBLT 1. The definition of a ‘task’ 2. Semantic vs. pragmatic meaning 3. Impoverished interaction 4. Task-as-work plan vs. task-as-process 5. Inadequate coverage of grammar 6. Attention to form 7. Consciousness-raising tasks 8. Vocabulary and pronunciation 9. Output- vs. input-based task-based language teaching 10. The role of the teacher 11. Acquisition-rich vs. acquisition-poor environments 12. ‘Legislation by hypothesis’
- 10. Problems in implementing TBLT 1. wide use of the students’ mother tongue 2. discipline challenges Carless (2004) 3. non-linguistic activity rather than use of the L2 4. increased learner independence 5. lack of grammar McDonough and Chaikitmongkol (2007) 6. students’ recognition that the course was relevant to their real-world academic needs but not to their needs outside the academic context
- 11. Pedagogic problems Problem Solution 1. Teachers often believe that TBLT is not possible with beginners. Teachers need to understand that TBLT involves input-based as well as out-put based tasks and that it is possible to build up proficiency initially through a series of simple input-based tasks. 2. Students may be unwilling to risk communicating ‘freely’. • Allow planning time • Learner-training. 3. Students will resort to communicating in their L1. This is arguably not a problem; as proficiency develops learners automatically begin to use more of the L2. 4. Teachers may not fully understand the principles or TBLT or have the proficiency to teach ‘communicatively’. More effective teacher training.
- 12. Principles for implementing TBLT 1. The tasks must be tailored to the proficiency levels of the students. 2. Tasks need to be trialed to ensure that they result in appropriate L2 use and revised in the light of experience. 3. Teachers’ need for clear understanding of what a task is. 4. awareness of the purpose and rationale for performing tasks. 5. Ideally, teachers involvement in the development of the task materials.
- 13. Conclusion 1. Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom. 2. It emphasizes meaning over form but can also cater for learning form. 3. It is intrinsically motivating. 4. It is compatible with a learner-centred educational philosophy but also allows for teacher input and direction. 5. It caters to the development of communicative fluency while not neglecting accuracy. 6. It can be used alongside a more traditional approach.