Presentation task based instruction

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Uploaded by Ferdinand Bulusan, Master of Arts in Language Education student at Cagayan State University, Andrews Campus. This will help you better understand Task-Based Instruction. If you need more elucidations of the topic, you can contact me via email: fgbulusan_gmail@yahoo.com or pm me via my facebook account. I can likewise be invited to lecture on variegated language topics and issues. Thanks --FERDZ

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Presentation task based instruction

  1. 1. (Long [as cited by Nunan,1989] ) A piece of workundertaken for oneself or forothers, freely or for somereward; may include activitiessuch as painting a fence,dressing a child, filling out aform, buying a pair of shoes,making an airline reservation…inother words, by task is meantthe hundred an one thingspeople do everyday life, at work,at play, and in between.
  2. 2. • (Richards, et al.) an activity or action which is carried out as the result of processing or understanding language (i.e. drawing a map while listening)• (Breen) Any structured-language endeavor which has a (1) particular objective, (2) appropriate content, (3) a specified working procedure, (4) and a range of outcomes for those who undertake the task.
  3. 3. (NUNAN) A task is a pieceof classroom work whichinvolves learners incomprehending, manipula-ting, producing orinteracting in the TARGETLANGUAGE while theirattention is principallyfocused on meaning andform.
  4. 4. *From these concepts, the conception of anotherapproach in English language learning, which focusesin accomplishing tasks in order to develop and uselanguage appropriately, took place. This particularapproach is now dubbed as TASK-BASEDINSTRUCTION.
  5. 5. The task-based approach aims atproviding opportunities for learnersto experiment with and exploreboth spoken and written languagethrough learning activities whichare designed to engage learners inthe authentic, practical andfunctional use of language formeaningful purposes.
  6. 6. Learners are encouraged toactivate and use whateverlanguage they already havein the process ofcompleting a task. The useof tasks will also give aclear and purposefulcontext for the teaching andlearning of grammar andother language features aswell as skills.
  7. 7. – Takes the learner’s immediate personal experience as the point of departure for the learning experience. Learning occurs when learners engage in and reflect on sequences of tasks. The active involvement of the learner is therefore central to the approach.
  8. 8. THEORY
  9. 9. THEORY
  10. 10. Input is necessary but NOTsufficient for acquisition orlearning second language.In addition toinput, learners needopportunities to producethe target language.
  11. 11. The restructuring andinteractional modifi-cations that occur inthe course ofauthentic interactionfuel the acquisitionprocess.
  12. 12. Tasks with high cognitivedemand and more complexcommunication, as markedby high density negotiationof meaning sequences,generate the ‘pushedoutput’ that is a factor insecond languageacquisition.
  13. 13. Learners are taught inways that make clear the relationships between grammatical form, communicative function, and semantic meaning.
  14. 14. Learners focus onlearning process as well as language content.
  15. 15. Learners should begiven opportunities toreflect on what theyhave learned and howwell they are doing.

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