Task Based Language Teaching

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Task Based Language Teaching

  1. 1. INTRODUCTION Free template from www.brainybetty.com 3
  2. 2. What is the TBLT?TBLT refers to an approach based on the use of task as the core unit of planning and instruction in language teaching.“…‘task’ is meant the hundred and one things people do in everyday life, at work, at play, and in between. ‘Tasks’ are the things people will tell you they do if you ask them and they are not applied linguists” (Long, 1985: 89)
  3. 3. THEORY OF LANGUAGELanguage is a system for the expression of meaning, primary function-interaction and communication.It emphasizes the central role of meaning in language useIt draws on structural, functional, and interactional modelsLexical unit are central in lang. use and lang. learning‘conversation’ is the central focus of lang. and the keystone of lang. acquisition
  4. 4. THEORY OF LEARNINGActivities involving real communication; carrying out meaningful task; and using language which is meaningful to the learner promotes learning.Task provides both input and output processing necessary for lang. acquisition.Task activity and achievement are motivationalLearning difficulty can be negotiated and find- tuned for particular pedagogical purposes.
  5. 5. Objectives 8
  6. 6. (NUNAN:1989)SUGGESTS TWO TYPESOF TASKS ; Real-world tasks Pedagogical tasks 9
  7. 7. SYLLABUSThe organisation of task-based lessons Pre-Task Main Task Post TaskThe participatory structure of task-based lessons Individual student activity Teacher-class activity Small-group activity 10
  8. 8. As the basis for a TBLT syllabus,the ordering of tasksis based on Honeyfield (1993:129) asfollows Procedures input text output required (lang items, skills, word knowledge, text handling) amount and type of help given role of teachers and learners time allowed Motivation Confidence learning styles
  9. 9. ACTIVIT T E Y YP S•ENGAGE LEARNERS INCOMMUNICATION,•INVOLVE PROCESS SUCH ASCOMMUNICATION SHARING,NEGOTIATION OF MEANING, AND INTERRACTION
  10. 10. Role-playA set of role-play activities developedas the following format: pretask activities task activity post task activity pre task the task cycle  (task, planning, report) post task listening the language focus  (analysis, practice)
  11. 11. TOPIC: DESCRIBING PEOPLE/ SOMEONEPractice!Clerk :Good afternoon, can I help you?Jane :Yes, I’m looking for someone. His name isMartin Bock. I’m afraid I missed him.Clerk : Well, What does he look like?Jane : Let’s see, he’s about thirty-five, I guess. He’s pretty tall with red hair.Clerk : Oh, are you Jane Taylor?Jane : Yes, that’s right.Clerk : He asked for you a few minutes ago. I thinkhe’s in the restaurant.Jane : Thanks. I’ll go and look for him.
  12. 12. GRAMMAR FOCUS !QUESTIONS FOR DESCRIBING PEOPLE
  13. 13. NOW, STUDY THE FOLLOWING SITUATION. PRACTICE ROLEPLAY!You and your friends are at Ramoji Film Cityfor having tour. In the middle of the tour, one ofyour friends is suddenly missing (the place isso crowded), so you lost your friend.You must find him because he is your bestfriend. Then, you meet the police officer andask for his help.You should report and describe your friendto him. Then, as the police officer, youshould help the visitor by asking somequestions based on the description given.
  14. 14. Good Afternoon !!!!!
  15. 15. CONCLUSIONS TBLT offers the opportunity for ‘natural’ learning inside the classroom. It emphasizes meaning over form but can also cater for learning form. It is intrinsically motivating. It is compatible with a learner-centred educational philosophy. It contributes to success in foreign language learning Free template from www.brainybetty.com 28
  16. 16. Free template from www.brainybetty.com 29

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