INTRODUCTION Free template from www.brainybetty.com 3
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)
THEORY OF LANGUAGELanguage is a system for the expression of meaning, primary function-interaction and communication.It emphasizes the central role of meaning in language useIt draws on structural, functional, and interactional modelsLexical unit are central in lang. use and lang. learning‘conversation’ is the central focus of lang. and the keystone of lang. acquisition
THEORY OF LEARNINGActivities 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 motivationalLearning difficulty can be negotiated and find- tuned for particular pedagogical purposes.
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
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
ACTIVIT T E Y YP S•ENGAGE LEARNERS INCOMMUNICATION,•INVOLVE PROCESS SUCH ASCOMMUNICATION SHARING,NEGOTIATION OF MEANING, AND INTERRACTION
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)
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.
GRAMMAR FOCUS !QUESTIONS FOR DESCRIBING PEOPLE
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.
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