<div><strong><a>Task based</a></strong><object height="355" width="425"><param /><param /><param /><param /></object><div>View more <a>presentations</a> from <a>Jhon Fredy Espinosa</a>.</div></div>

1. By Milton Ferney Morales
Jhon Fredy Espinoza
Diana Smith Martinez
Diana Murcia Bravo

2. 1. ABSTRACTS – KEYWORDS
2.BACKGROUND AND RATIONALE BEHIND
THE TBA IN LANGUAGE LEARNING
3.LANGUAGE LEARNING AS APROCESS
4.WHAT IS TASK?
5. REAL WORD TASK AND CLASSROOM TASKS
6.COMPLEXITY AND SEQUENCING OF TASKS
7. A BALANCED CRITICISM
8.CONCLUSION

3. 1. ABSTRACTS and KEYWORDS
• ABSTRACT
• It has been poor
• Contribute to foreign language
• Necessity to communicate
• Two ways: communicative
• Writing

4. 2.BACKGROUND AND RATIONALE BEHIND
THE TBA IN LANGUAGE LEARNING
• TEACHING METHOD
• Writing Vs oral language
• Learning grammar Vs learning how speak
• Formal Vs informal
• Accuracy Vs teaching
• Special activities
• Responsabilities

5. 3.LANGUAGE LEARNING AS APROCESS
• VIGOTSKY
• According Vigotsky ( 1962; 1978)
• Thinks that:
• Building skills inside of community
• Requires a social basis
• Interaction with environment

6. • Wilkin (1976)
• Incorporate into methodological
• syntactic and analytic way
• describes as a strategy

7. 4.WHAT IS TASK?
1) A classroom activity or exercise that has to develop.
• An objective attainable only by the interaction among
participants.
• A mechanism for structuring and sequencing interaction.
• A focus on meaning exchange.
2) A language learning endeavor that requires learners to
comprehend, manipulate, and/or produce the target
language as they perform some set of workplans.

8. 5. REAL WORD TASK AND CLASSROOM TASKS
• There are some activities can do in outside of
the classroom, and they are making the bed,
mending a skirt, etc.
• Tasks are useful for language learning are
those that require of favour communication
through language.

9. 6.COMPLEXITY AND SEQUENCING OF TASKS
•Real world task vary in level of complexity.
“TBA should not submit to previously defined
syllabus”
“predefined syllabus are typically content-
based.
* Task-based syllabuses should be process–
and meaning-guided.
* Learner build their own syllabus, according
their needs, and find their own learning.*

10. SECUENCING importance.
Children learn sounds more
complex phonological units: syllables, words,
phrases, simple sentences, and subordinate
sentences.
(Skehan, 1996)… Three types of tasks:
* Pre-tasks:
* During tasks:
* Post-tasks:

11. 7. A BALANCED CRITICISM
METHODOGICAL VARIANTS
TBA BALANCED (grammar – effective
language)
LEARNT BUT NOT COMMUNICATE
EFFECTIVELY
CREATE NATURAL LEARNING CONDITIONS
CLASSROOM

12. RENOUNCE THE PERMANENT
COMPARASION WITH NATIVE LANGUAGE
RESEARCH SLA
INSTRUCTION PRACTISING AND USING
LANGUAGE
EXPLICIT INSTRUCTION REFERS EVENTS
AND ACTIONS AFFECTING TEACHING IN
THE CLASSROOM
COMPREHENSIBLE INPUT LANGUAGE

13. 8.CONCLUSION
The TBA adds useful elements and
contributes to the communicative
language teaching with valuable
procedures.

14. The task-based approach in Language
Teaching; Aquilino Sánchez; university
Murcia. Pag.39 -71