TASK BASED LEARNING   By Karen Meza and Olenka Nunura      Course: Methodology in ELT        Teacher: Maria Luisa Mu      ...
CONTENT1. What is task-based learning and teaching?2. Theory of language3. Theory of language learning. 4. Syllabus  Types...
What is Task Based Learning?Task-based learning (TBL) is anapproach to second/foreign language(L2)learning and teaching an...
What is a ‘Classroom Task’?  A classroom task is defined as an activity that:a) is goal-oriented,b) is content focused,c) ...
Theory of Language: Interactionist             Theory Interactionists argue:    That language development is both biologic...
Theory of Language: comments   Language is                               It is not linked to a singleprimarily a means    ...
Theory of LearningThe main theorist associated with interactionist theory isLev Vygotsky. Interactionists focus on Vygotsk...
Theory of Language: comments   TBL provides both    the input and the   output processing      necessary for language acqu...
The Syllabus  The syllabus in TBL is organized around activities and  tasks rather than in terms of grammar or vocabulary(...
Types of Tasks1. Listing Outcome: Completed list or draft mind map.2. Sequencing Outcome: Set of information ordered and...
Types of Tasks4. Problem solving Outcome: Solutions to the problem, which can then   be evaluated.5. Sharing personal exp...
Role of teacher        Selector          and       sequencer        of tasks         Coach:       Preparing        learner...
Learner’s roleGroup Participant: Many tasks will be done inpairs or small groups.Monitor: Students have the opportunity to...
MaterialWhat are Authentic Materials?What is the importance of the use ofauthentic material?
Authentic Listening /Viewing         Materials
Authentic Visual Materials
Authentic Printed Materials
ASSESSMENT AND EvaluationStudents should know how their work will beassessed (rubrics, checklist, etc)After the task is do...
COMPONENTS OF THE TASK –BASED    LEARNING FRAMEWORK:         PROCEDURE                     Task   Pre task                ...
http://www.willis-elt.co.uk/books.html Task-BasedInstruction in Foreign Language Education Practices andPrograms - Betty L...
Crookes, G. & Gass, S. (eds.) 1993, Tasks and Language Learning. Integrating Theory and Practice. Clevedon:Multilingual Ma...
Task based karen y olenka final final
Task based karen y olenka final final
Task based karen y olenka final final
Task based karen y olenka final final
Task based karen y olenka final final
Task based karen y olenka final final
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Task based karen y olenka final final

  1. 1. TASK BASED LEARNING By Karen Meza and Olenka Nunura Course: Methodology in ELT Teacher: Maria Luisa Mu November 2012
  2. 2. CONTENT1. What is task-based learning and teaching?2. Theory of language3. Theory of language learning. 4. Syllabus Types of tasks5. Teacher’s role6. Learner’s role7. Material8. Assessment
  3. 3. What is Task Based Learning?Task-based learning (TBL) is anapproach to second/foreign language(L2)learning and teaching and ateaching methodology in whichclassroom tasks constitute the mainfocus of instruction. (R.Richards, Schmidt, Platt, &Schmidt, 2003)
  4. 4. What is a ‘Classroom Task’? A classroom task is defined as an activity that:a) is goal-oriented,b) is content focused,c) has a real outcome, andd) reflects real-life language use and language need(Shehadeh, 2005)
  5. 5. Theory of Language: Interactionist Theory Interactionists argue: That language development is both biological and social. That language learning is influenced by the desire of children to communicate with others. That children are born with a powerful brain that matures slowly and predisposes them to acquire new understandings that they are motivated to share with others" ( Bates,1993;Tomasello,1995, as cited in shaffer,et al.,2002,p.362).
  6. 6. Theory of Language: comments Language is It is not linked to a singleprimarily a means model of language but of making rather draws on all three meaning models of language theory: structural - (Skehan 1998:98). functional - interactional “Conversation” is the central focus of language and the keystone of Lexical units are language central in acquisition language use (Richards and Rodgers 2001)
  7. 7. Theory of LearningThe main theorist associated with interactionist theory isLev Vygotsky. Interactionists focus on Vygotskys modelof collaborative learning ( Shaffer,et al.,2002).SOCIO- CULTURAL: Collaborative learning is the idea thatconversations with older people can help children bothcognitively and linguistically ( Shaffer,et.al,2002).
  8. 8. Theory of Language: comments TBL provides both the input and the output processing necessary for language acquisition Task activity and achievement are motivational (Richards and Rodgers 2001).
  9. 9. The Syllabus The syllabus in TBL is organized around activities and tasks rather than in terms of grammar or vocabulary(R. Richards et al., 2003).
  10. 10. Types of Tasks1. Listing Outcome: Completed list or draft mind map.2. Sequencing Outcome: Set of information ordered and sorted according to specified criteria3.Comparing Outcome:Could be items appropriately matched or assembled, or the identification of similarities and/or differences.
  11. 11. Types of Tasks4. Problem solving Outcome: Solutions to the problem, which can then be evaluated.5. Sharing personal experiencesOutcome:Largely social.6. Creative Tasks Outcome: End product which can be appreciated by a wider audience.
  12. 12. Role of teacher Selector and sequencer of tasks Coach: Preparing learners for tasks Monitor :Consciousness- raising
  13. 13. Learner’s roleGroup Participant: Many tasks will be done inpairs or small groups.Monitor: Students have the opportunity tonotice how language is used in communication.Risk-taker and innovator: Many tasks willrequire learners to create and interpretmessages for which they lack full linguisticresources and prior experience.
  14. 14. MaterialWhat are Authentic Materials?What is the importance of the use ofauthentic material?
  15. 15. Authentic Listening /Viewing Materials
  16. 16. Authentic Visual Materials
  17. 17. Authentic Printed Materials
  18. 18. ASSESSMENT AND EvaluationStudents should know how their work will beassessed (rubrics, checklist, etc)After the task is done students evaluate the processthey’ve been through as well as the outcome.
  19. 19. COMPONENTS OF THE TASK –BASED LEARNING FRAMEWORK: PROCEDURE Task Pre task cycle Language Focus
  20. 20. http://www.willis-elt.co.uk/books.html Task-BasedInstruction in Foreign Language Education Practices andPrograms - Betty Lou Leaver and Jane R. Willis, Editorshttp://www2.uni-wuppertal.de/FB4/anglistik/multhaup/methods_elt/8_task_based_learning.htm# Task Based Learning (TBL)
  21. 21. Crookes, G. & Gass, S. (eds.) 1993, Tasks and Language Learning. Integrating Theory and Practice. Clevedon:Multilingual Matters.Crookes, G. & Gass, S. (eds.) 1993, Tasks in a Pedagogical Context. Integrating Theory and Practice. Clevedon:Multilingual Matters.Doughty, C. & Williams, J. (eds.), 1998, Focus on Form in Classroom Second Language Acquisition. Cambridge:University Press.Long, M. H. 1985, "A role for instruction in second language acquisition: Task-based language teaching." In:K.Hyltenstam & M.Pienemann (eds.), Modelling and Assessing Second Language Acquisition. 77-99.Long, M.H. 1998, “Focus on form: Theory, research, and practice”. In: Doughty, Catherine & William, Jessica 1998,‚Issues and terminology’. In: Doughty, Catherine & William, Jessica (eds.) Focus on Form in Classroom SecondLanguage Acquisition. Cambridge: Cambridge University Press: 15-41.Nunan, D. 1989, Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.Nunan, D. 1993, "Task-based syllabus design: Selecting, grading, and sequencing tasks." In: Crookes, G. & Gass, S.(eds.), Tasks and Language Learning. Integrating Theory and Practice. Clevedon: Multilingual Matters. p. 55-68.Prabhu, N. 1987, Second Language Pedagogy. Oxford: Oxford University Press.Puchta, H. & Schratz, M. 1984, Handelndes Lernen im Englischunterricht. 2 Bde. München: Hueber.Skehan, P. 1996, "A framework for the implementation of task-based instruction." Applied Linguistics 17 (1), p. 38-62.Skehan, P. 1998, “Task-based instruction.” Annual Review of Applied Linguistics 18, 268-286.Timm, J.-P. 1991, "Englischunterricht zwischen Handlungsorientierung und didaktischer Steuerung", Die NeuerenSprachen, 1: 46-65.Timm, J.-P. (ed.) 1995, Ganzheitlicher Fremdsprachenunterricht. Weinheim: Deutscher Studien Verlag.Willis, J. 1996, A Framework for Task-Based Learning. London: Longman.

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