task-based language teaching
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Task-based language teaching (TBLT) is an approach that focuses on using tasks as the core unit of planning and instruction. It was developed by N. Prabhu in the 1980s who believed students learn more effectively when focused on tasks rather than language. In TBLT, students complete meaningful tasks like ordering food or solving problems using the target language. The key principles are that meaningful communication and using language for real-world tasks promotes learning. A task is an activity requiring students to use language to achieve an outcome. TBLT emphasizes using tasks to provide opportunities for meaningful language practice and production.
task-based language teaching
- 1. Task-Based Language Teaching Student: Alexander Chacon V
- 2. What is Task-Based Language Teaching? It was first developed by N. Prabhu in Bangladore, Southern India. Prabhu believed that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. (Prabhu, 1987; as cited in Littlewood, 2004)
- 3. Task-Based Language Teaching Instead of a language structure or function to be learnt, students are presented with a task they have to perform or a problem they have to solve. (Harmer, J. The practice of English Language Teaching, 2007:71)
- 4. Task-Based Language Teaching • It refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. • It is presented as a logical development of Communicative Language Teaching.
- 5. TBLT draws on several principles that formed part of the communicative language teaching movement from the 1980s.:(e.g., Willis 1996) • Activities that involve real communication are essential for language learning; • Activities in which language is used for carrying out meaningful tasks promote learning; • Language that is meaningful to the learner supports the learning process.
- 6. • Preparing a meal • Ordering food in a cafe • Talking to someone on the phone • Compiling qualities of a good friend. • Two pictures or texts to find the differences • Solving a problem • Designing a brochure.
- 7. The key assumptions of task-based instruction by Feez (1998; 17) are: • Focus on process; • Emphasis in communication and Meaning. • Learners learn language by interacting communicatively and purposefully. • Activities and tasks can be achieved in real life and have a pedagogical purpose. • Activities and tasks of a task-based syllabus are sequenced according to difficulty. • The difficulty of a task depends on the previous experience of the learner.
- 8. TBLT proposes the notion of ‘task’ as a central unit of planning and teaching, it means ‘task’ is an activity or goal that is carried out using language. Nunan (1989: 10) says the communicative task is a piece of classroom work which involves learners in Comprehending Manipulating; Producing; Interacting
- 9. Task-based training identified several key areas of concern. • 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.
- 10. Task Analysis and Instructional Design turned to team tasks. There are four categories of team performance function: 1. Orientation Functions; 2. Organizational Functions; 3. Adaptation Functions; 4. Motivational Functions.
- 11. TBLT Approaches Theory of Language Theory of learning
- 12. (Richards & Rodgers, 2001: 226-227-228) 1. Language is primarily a means of making meaning. 2. Multiple models of language inform task based instruction. 3. Lexical units are central in language use and language learning. 4. “Conversation” is the central focus of language and the keystone of language acquisition.
- 13. (Richards & Rodgers, 2001: 228-229) 1. Tasks provide both the input and output processing necessary for language acquisition. 2. Task activity and achievement are motivational. 3. Learning difficulty can be negotiated and fine- tuned for particular pedagogical purpose.
- 14. •to give learners confidence in trying out whatever language they know, •to give learners experience of spontaneous interaction, •to give learners the chance to benefit from noticing how others express similar meanings, •to give learners chances for negotiating turns to speak, (Willis, 1996: 35–6)
- 15. The Syllabus Conventional Syllabus 1 It specifies the content of a course among some categories. • Language structures • Functions • Topics • Macro skills (reading writing..) • Competencies • Text types Task based Syllabus 2 It specifies the tasks that should be carried out by learners within a program.
- 16. Different definitions of TASK • Breen (1987): a structured plan. • Prabhu (1987): an activity. • Crookes (1986): piece of work or activity.
- 17. • LISTING: • Processes - Brainstorming, fact-finding. • ORDERING AND SORTING: • Processes - Sequencing, ranking, categorizing, classifying. • COMPARING: • Processes - Matching, finding similarities, finding differences. • PROBLEM SOLVING: • Processes - Analysing real or hypothetical situations, reasoning, and decision making. • SHARING PERSONAL EXPERIENCES: • Processes - Narrating, describing, exploring and explaining attitudes, opinions, reactions. • CREATIVE TASKS: • Processes - Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others (Willis 1996).
- 18. • One-way or two-way • Convergent or divergent • Collaborative or competitive • Single or multiple outcomes • Concrete or abstract language • Simple or complex processing • Simple or complex language • Reality-based or not reality- based
- 19. Group participant Monitor Risk-taker and Innovator
- 20. Selector and sequencer of tasks Preparing learners for tasks Consciousness-Raising
- 23. Is the introduction to the topic and the task. The teacher helps the students to understand the theme and objectives of the task. Brainstorming ideas, mime, personal experience, read the text, think vocabulary, etc.
- 24. Is done by the students. The teacher walks monitoring and encouraging them. In this stage the students prepares the next step (Report). They make a draft of what they want to say or write.
- 25. The teacher ask the students to report to the whole class what they did in the task. The students listen to a recording of fluent speakers doing the same task, and compare the ways in which they did the task themselves.
- 26. 26 TBLT is based on the principle that language learning will progress most successfully if teaching aims simply to create contexts in which the learner’s natural language learning capacity can be nurtured rather than making a systematic attempt to teach the language bit by bit. (Ellis, 2009:222)
- 27. 27 Work with three other students. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take. (Remember, you can’t take more than 20 kilos with you.)
- 28. 28 • Waterproof sheets of fabric (3 kilos each.) • Notebook computer (3.5 kilos) • Rope (6 kilos). • Fire lighting kits (500 grams each) • Portable CD player and CDs (4 kilos.) • Short-wave radio (12 kilos) • Medical kit (2 kilos.) • Bottles of water (1.5 kilos each) • Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams) • Cans of food (500 grams each) • Box of novels and magazines (3 kilos) • Axe (8 kilos)
- 29. 29 • Richards, Jack C. - Rodgers, Theodore S. (2001), Approaches and Methods in Language Teaching, Cambridge University Press. • Larsen-Freeman, Diane. (2000), Techniques and Principles in Language Teaching, Oxford University Press. • Harmer, Jeremy. (2007), The Practice of English Language Teaching, Ashford Colour Press • Ellis, Rod. The Methodology of Task-Based Teaching
- 30. 30 • Dickinson, Paul. Implementing Task-Based Language Teaching in a Japanese EFL Context • Priyana, Joko. Task-Based Language Instruction • Littlewood, William. The Task-Based Approach :Some Questions and Suggestions • Akbar, Ali - Farahani, Khomeijani. The Effects of Task- Based Techniques, Gender, and Different Levels of Language Proficiency on Speaking Development