Ch11 task based language teaching
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The document discusses task-based language teaching (TBLT). It defines tasks as goal-oriented activities that focus on meaning and involve real-life outcomes. TBLT is based on principles like the communication principle, which states that communicative activities promote learning, and the task principle, which emphasizes that real-world tasks also promote learning. The document outlines techniques for TBLT like information-gap, opinion-gap, and reasoning-gap tasks and poses questions for discussion about adopting TBLT and comparing it to other language teaching methods.
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Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
task-based language teaching
Task-based language teaching (TBLT) is an approach that focuses on using tasks as the core unit of planning and instruction. It was developed by N. Prabhu in the 1980s who believed students learn more effectively when focused on tasks rather than language. In TBLT, students complete meaningful tasks like ordering food or solving problems using the target language. The key principles are that meaningful communication and using language for real-world tasks promotes learning. A task is an activity requiring students to use language to achieve an outcome. TBLT emphasizes using tasks to provide opportunities for meaningful language practice and production.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
Language Learning Strategies
This document discusses language learning strategies. It identifies different types of strategies including cognitive, mnemonic, metacognitive, compensatory, affective, and social strategies. It also discusses current trends in language learning strategies, such as making teachers aware of the importance of strategies and how to teach strategies effectively.
Task based language teaching
The document discusses task-based language teaching (TBLT). It provides definitions of a task and TBLT, explaining that TBLT uses tasks to engage learners in meaningful communication. The principles of TBLT are outlined, noting that it creates contexts for language acquisition, focuses on form and meaning, and develops motivation. Different types of teaching activities are discussed, including listing, ordering, comparing, problem-solving and sharing experiences. Research examples on TBLT are also mentioned.
Universal Grammar and Language Acquisition Device
This document discusses Noam Chomsky's theories of Universal Grammar and the Language Acquisition Device. It provides background on Chomsky and defines key concepts like generative grammar, innate theory, Universal Grammar, and the Language Acquisition Device. The document examines Chomsky's critique of B.F. Skinner's behaviorist theory of language and how Chomsky argued that children have innate linguistic knowledge rather than learning language through behavioral conditioning alone.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Post method
This document discusses the post-method approach to teaching English as a foreign language. It begins by providing background on post-method and defining it as moving beyond a single prescribed method. The key characteristics of post-method are described as being constructivist and process-oriented rather than positivist and product-focused. The document then outlines the strategic framework of post-method, which includes maximizing learning opportunities and ensuring social relevance among other strategies. It concludes that post-method is a pedagogy that allows teachers to effectively combine strategies for optimal language instruction.
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Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
task-based language teaching
Task-based language teaching (TBLT) is an approach that focuses on using tasks as the core unit of planning and instruction. It was developed by N. Prabhu in the 1980s who believed students learn more effectively when focused on tasks rather than language. In TBLT, students complete meaningful tasks like ordering food or solving problems using the target language. The key principles are that meaningful communication and using language for real-world tasks promotes learning. A task is an activity requiring students to use language to achieve an outcome. TBLT emphasizes using tasks to provide opportunities for meaningful language practice and production.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
Language Learning Strategies
This document discusses language learning strategies. It identifies different types of strategies including cognitive, mnemonic, metacognitive, compensatory, affective, and social strategies. It also discusses current trends in language learning strategies, such as making teachers aware of the importance of strategies and how to teach strategies effectively.
Task based language teaching
The document discusses task-based language teaching (TBLT). It provides definitions of a task and TBLT, explaining that TBLT uses tasks to engage learners in meaningful communication. The principles of TBLT are outlined, noting that it creates contexts for language acquisition, focuses on form and meaning, and develops motivation. Different types of teaching activities are discussed, including listing, ordering, comparing, problem-solving and sharing experiences. Research examples on TBLT are also mentioned.
Universal Grammar and Language Acquisition Device
This document discusses Noam Chomsky's theories of Universal Grammar and the Language Acquisition Device. It provides background on Chomsky and defines key concepts like generative grammar, innate theory, Universal Grammar, and the Language Acquisition Device. The document examines Chomsky's critique of B.F. Skinner's behaviorist theory of language and how Chomsky argued that children have innate linguistic knowledge rather than learning language through behavioral conditioning alone.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Post method
This document discusses the post-method approach to teaching English as a foreign language. It begins by providing background on post-method and defining it as moving beyond a single prescribed method. The key characteristics of post-method are described as being constructivist and process-oriented rather than positivist and product-focused. The document then outlines the strategic framework of post-method, which includes maximizing learning opportunities and ensuring social relevance among other strategies. It concludes that post-method is a pedagogy that allows teachers to effectively combine strategies for optimal language instruction.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
Sla theories 10
I apologize, upon further reflection I do not feel comfortable speculating about meanings based on isolated words without more context.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Task based learning
This document provides information about task-based language teaching (TBLT). It begins by defining a task as "an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." It then explains that TBLT engages learners in authentic language use through a series of tasks to both acquire new linguistic knowledge and proceduralize existing knowledge. The document outlines the rationale and design of TBLT, including its focus on meaning over form, motivation through task achievement, and negotiation of learning difficulty. It also discusses the role of the teacher in guiding tasks and providing feedback, as well as the role of students in interacting and presenting results.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Theories of Language Learning
The document discusses key aspects of language teaching and learning. It addresses the differences between deductive and inductive learning, the role of mistakes in the learning process, and strategies teachers can use to facilitate language acquisition such as providing rich input and opportunities for interaction and practice. It also examines theories of learning, including behaviorism and constructivism, and how they have influenced approaches to teaching.
Second language and its teaching methods
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
Interactional hypothesis
The document discusses Michael Long's interactional hypothesis, which is based on Stephen Krashen's input hypothesis. The interactional hypothesis proposes that negotiated interaction between learners and their interlocutors can qualitatively change the nature of the input, facilitating language acquisition. When communication breaks down, interlocutors provide modified input through repetition, confirmation checks, comprehension checks, and clarification requests to aid comprehension. While interaction can help comprehension, it is not solely responsible for acquisition and individual differences are also important factors. The interactional hypothesis perspective has limitations but provides insights applicable for language teaching.
The lexical approach
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
Language Learning Strategies
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Language teaching methods (1)
The document outlines 12 different language teaching methods:
1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules.
2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization.
3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction.
4. Direct Method avoids translation and uses only the target language through demonstration and activities.
A critical view of ELT history
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
SLA-Inter-language presentation
Larry Selinker introduced the concept of interlanguage in 1972, building on Corder's earlier work on language learners' errors. Interlanguage refers to the transitional rule-based linguistic system that language learners develop between their native language and the target language they are learning. It is accepted as a basic principle in the field of second language acquisition. A learner's interlanguage preserves features of their first language and can overgeneralize rules of the target language as they progress toward proficiency but have not yet mastered it.
Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
Inter language
1. The document discusses behaviourist and mentalist theories of second language acquisition. Behaviourism views language learning as habit formation through stimulus-response reinforcement, while mentalism posits an innate language acquisition device.
2. The concept of "interlanguage" is introduced, referring to a learner's unique linguistic system that draws on their first language but is also influenced by the target language. An interlanguage is rule-governed but permeable and transitional as a learner's grammar develops over time.
3. A computational model is presented where input is processed into intake and stored as L2 knowledge within the "black box" of the mind to produce learner output. This conceptualizes second language acquisition as analogous
Strategic planning
1) The document discusses a study that examined teachers' awareness of strategic planning and its potential benefits for language learning.
2) The study interviewed less and more experienced English teachers about a speaking task that involved strategic planning.
3) The findings showed that teachers were generally not very aware of strategic planning and its potential to improve fluency and accuracy. Even prompting did not show the more experienced teachers having greater awareness than less experienced teachers.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
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Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
Sla theories 10
I apologize, upon further reflection I do not feel comfortable speculating about meanings based on isolated words without more context.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Task based learning
This document provides information about task-based language teaching (TBLT). It begins by defining a task as "an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." It then explains that TBLT engages learners in authentic language use through a series of tasks to both acquire new linguistic knowledge and proceduralize existing knowledge. The document outlines the rationale and design of TBLT, including its focus on meaning over form, motivation through task achievement, and negotiation of learning difficulty. It also discusses the role of the teacher in guiding tasks and providing feedback, as well as the role of students in interacting and presenting results.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Theories of Language Learning
The document discusses key aspects of language teaching and learning. It addresses the differences between deductive and inductive learning, the role of mistakes in the learning process, and strategies teachers can use to facilitate language acquisition such as providing rich input and opportunities for interaction and practice. It also examines theories of learning, including behaviorism and constructivism, and how they have influenced approaches to teaching.
Second language and its teaching methods
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
Interactional hypothesis
The document discusses Michael Long's interactional hypothesis, which is based on Stephen Krashen's input hypothesis. The interactional hypothesis proposes that negotiated interaction between learners and their interlocutors can qualitatively change the nature of the input, facilitating language acquisition. When communication breaks down, interlocutors provide modified input through repetition, confirmation checks, comprehension checks, and clarification requests to aid comprehension. While interaction can help comprehension, it is not solely responsible for acquisition and individual differences are also important factors. The interactional hypothesis perspective has limitations but provides insights applicable for language teaching.
The lexical approach
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
Language Learning Strategies
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Language teaching methods (1)
The document outlines 12 different language teaching methods:
1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules.
2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization.
3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction.
4. Direct Method avoids translation and uses only the target language through demonstration and activities.
A critical view of ELT history
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
SLA-Inter-language presentation
Larry Selinker introduced the concept of interlanguage in 1972, building on Corder's earlier work on language learners' errors. Interlanguage refers to the transitional rule-based linguistic system that language learners develop between their native language and the target language they are learning. It is accepted as a basic principle in the field of second language acquisition. A learner's interlanguage preserves features of their first language and can overgeneralize rules of the target language as they progress toward proficiency but have not yet mastered it.
Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
Inter language
1. The document discusses behaviourist and mentalist theories of second language acquisition. Behaviourism views language learning as habit formation through stimulus-response reinforcement, while mentalism posits an innate language acquisition device.
2. The concept of "interlanguage" is introduced, referring to a learner's unique linguistic system that draws on their first language but is also influenced by the target language. An interlanguage is rule-governed but permeable and transitional as a learner's grammar develops over time.
3. A computational model is presented where input is processed into intake and stored as L2 knowledge within the "black box" of the mind to produce learner output. This conceptualizes second language acquisition as analogous
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Linguistic oriented theories,behaviorism and innatism
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Strategic planning
1) The document discusses a study that examined teachers' awareness of strategic planning and its potential benefits for language learning.
2) The study interviewed less and more experienced English teachers about a speaking task that involved strategic planning.
3) The findings showed that teachers were generally not very aware of strategic planning and its potential to improve fluency and accuracy. Even prompting did not show the more experienced teachers having greater awareness than less experienced teachers.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Communicative Language Teaching (CLT)/Task Based Learning (TBL)
This is a presentation about two english teaching methods: the CLT (Communicative Language Teaching) and the TBL (Task Based Learning).
Task Base Language Learning
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
Task-Based Language Teaching (TBLT)
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
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Communicative Language Teaching (CLT)/Task Based Learning (TBL)
Communicative Language Teaching (CLT)/Task Based Learning (TBL)
Similar to Ch11 task based language teaching
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
task based language teaching theory .pptx
Task Based Language Teaching (TBLT) is an approach that focuses on using tasks to teach language. It provides students with meaningful tasks to complete using the target language. The document discusses TBLT in three parts: background on tasks and TBLT; how a TBLT lesson would be designed; and conclusions about the approach.
Communicative language teaching
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Communicative Language Teaching (Complete)
This document discusses theories of language and language learning, including the structural, functional, and interactional views of language. It then covers the history of language teaching approaches, from the Classical period to modern communicative language teaching. Communicative language teaching emphasizes using language for meaningful communication, with the goal of developing learners' communicative competence. Key components of this approach include its principles, the roles of the teacher as facilitator and of learners as communicators, the use of authentic and task-based materials, and a syllabus focused on semantic notions and communicative functions.
Task-based Syllabus
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
communicative language teaching/ Shaho hoorijani
This document discusses Communicative Language Teaching (CLT), an approach to language teaching that aims to develop learners' communicative competence. It outlines the theory of language and learning underlying CLT, as well as the design principles for objectives, syllabus, learning activities, learner and teacher roles, and instructional materials. CLT procedures have evolved over time to focus on identifying learners' needs, developing communicative classroom activities, and applying principles to different aspects of teaching and learning. The goal of CLT is to make communication the focus of language instruction in order to prepare learners to use language functionally and socially appropriately.
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Curriculum and Syllabus
The document discusses the difference between a curriculum and a syllabus.
A curriculum provides broad educational goals and philosophy, while a syllabus translates those goals into specific, operational teaching objectives. A single curriculum can have multiple syllabuses that target different audiences and needs.
The document also outlines different types of syllabuses, including structural, notional/functional, situational, skill-based, task-based, and content-based, explaining their defining characteristics and purposes.
Language teaching: Approaches and methods
1. The document discusses various language teaching methodologies including Grammar Translation, Direct Method, Audiolingualism, Communicative Language Teaching, Content-Based Teaching, and Task-Based Learning.
2. It explains the key principles and techniques of each methodology as well as how newer approaches built upon and reacted to older ones.
3. The conclusion advocates for an eclectic approach that selects techniques from different methodologies based on learner and classroom factors rather than relying on any single methodology.
Task based-language-teaching k om
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Post clt methods
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Applied linguistics "An informed approach"
The document provides an overview of approaches to teaching English as a second language. It discusses an enlightened and eclectic approach that blends tasks and techniques. Communicative language teaching focuses on meaning, fluency, and student-centered learning. Key principles of CLT include focus on grammar, discourse, language use, student learning process, and the teacher as facilitator. The document also discusses learner-centered instruction, cooperative learning, interactive learning, whole language education, and task-based instruction. It emphasizes integrating linguistic, psychological, and social perspectives to understand second language acquisition.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Communicative approach
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
Task based
This document provides an overview of task-based language teaching (TBLT). It defines TBLT as an approach that uses tasks as the core of planning and instruction, requiring students to actively engage with and process material to achieve goals. The focus is on meaningful communication through purposeful activities and tasks sequenced by difficulty. TBLT assumes language is used for meaning-making and conversation is key to acquisition, building on assumptions of communicative language teaching.
El instruction clil
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
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Task based-language-teachingkom-121024110933-phpapp01
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Ch 9 communicative language teaching
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Ch 8 total physical response
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Ch 7 communicative language learning
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Ch 5 the silent way
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Ch 4 the audio lingual method
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Ch 3 the direct method
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Ch 2 the grammar translation method
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Ch11 task based language teaching
- 2. Introduction Wilkins (1976) distinguished two types of syllabi ● Synthetic syllabi (in a sequence from linguistic simplicity to linguistic complexity) ● Analytic syllabi ( organized in terms of the purposes for which people are learning languages)
- 3. Defining Tasks 1. A task is a goal directed. 2. A task involves a primary focus on meaning. 3. The participants choose the linguistic resources needed to complete the task. 4. A task has a clearly defined outcome. 5. A task is related to real life
- 4. Principles ● the communication principle: Activities that involve communication promote learning. ● the task principle: Activities that involve the completion of real-world tasks promote learning. ● the meaningfulness principle: Learners must be engaged in meaningful and authentic language use for learning to take place.
- 5. Principles ● Meaning is primary; contextualization is basic. ● Attempts to communicate in TL are encouraged in the beginning of instruction. ● Material sequencing is determined by the content, meaning, and function. ● L1 is acceptable when feasible. ● Activities and strategies for learning are varied. ● Communicative competence is the goal of instruction.
- 6. Techniques Information-gap Opinion-gap task Reasoning-gap Unfocused tasks Focused tasks Input-providing tasks Output-prompting tasks
- 7. Questions for Discussion What challenges could there be for adopting TBLT in your teaching context? Describe the differences between CLT, CBLT, and TBLT?