Ellis Task Based Language Teaching Korea 20064016
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The document discusses task-based language teaching, defining tasks and outlining the three phases of a task-based lesson: pre-task, main task, and post-task. It describes how tasks can be used to support both accuracy-focused and meaning-focused approaches to language teaching. While tasks emphasize meaningful communication, opportunities also arise to focus on linguistic form. The teacher's role involves managing tasks as well as providing input and feedback.
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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
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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.
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Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
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- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
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This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
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- 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.
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The document discusses different types of syllabi, including:
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- Product-oriented vs. process-oriented syllabi that emphasize the product of learning vs. specifying learning tasks and activities.
- Referential vs. instrumental syllabi that convey facts vs. get things done.
It also outlines options for organizing general English and ESP syllabi such as structurally, functionally, topically, or task-based approaches. The document emphasizes that specifying course content reveals notions of language and learning.
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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.
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“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
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The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
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This document discusses task-based language teaching. It describes three dimensions of language teaching: goal, content, and methodology. It then summarizes different language teaching methods (e.g. grammar translation, audiolingualism) according to these dimensions. A key part of task-based teaching is that it uses tasks (goal-oriented communicative activities) as the core unit of planning and instruction. The document outlines different types of tasks and provides examples. It also describes the pre-task, main task, and post-task phases of a task-based lesson.
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The document discusses different approaches to language teaching, highlighting their common bases. It notes that task-based, project-based, theme-based, and content-based approaches prioritize meaning, closely relate to learners' lives, are supported by rich resources, and highly motivate students. The approaches view language learning as being "just-in-need" rather than "just-in-case".
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This document discusses different types of syllabus design, including process/product, analytic/synthetic, and type A/type B syllabi. It defines a syllabus as the specification of content and ordering of what is to be taught in a language course. Product-oriented syllabi focus on the end results or language parts, while process-oriented emphasize how language is used. Synthetic syllabi separate language into parts, while analytic present whole chunks for analysis. Type A syllabi pre-determine objectives, while type B emerge through negotiation and focus on the learning process. A good syllabus incorporates elements of different types to meet learners' needs and achieve desired objectives.
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.
Ch 6 corpus linguistics
The contents will explain the difference between Corpus linguistics and Sociolinguistics and how these two are interconnected.
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Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
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This document discusses skill-based syllabi for teaching English as a foreign language. It defines the four main language skills - reading, writing, listening and speaking - and explains that a skill-based syllabus organizes instruction around developing one or more of these skills. An example of a skill-based reading syllabus is provided. Advantages include focusing on specific learner needs, while disadvantages include potentially limiting overall language development. Skill-based instruction is best for adult learners or those needing specific skills.
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The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
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The document discusses different types of syllabi, including:
- Synthetic vs. analytic syllabi that present language in discrete items vs. whole chunks.
- Product-oriented vs. process-oriented syllabi that emphasize the product of learning vs. specifying learning tasks and activities.
- Referential vs. instrumental syllabi that convey facts vs. get things done.
It also outlines options for organizing general English and ESP syllabi such as structurally, functionally, topically, or task-based approaches. The document emphasizes that specifying course content reveals notions of language and learning.
Task Based Approach
The document summarizes a presentation on implementing task-based language teaching. It discusses the definition of tasks, types of tasks and their expected outcomes, the role of teachers and students, and provides examples of tasks for different language levels. The presentation emphasizes that task-based teaching engages students through meaningful communication, focuses on their needs, and makes language learning enjoyable.
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This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
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.
Product oriented syllabus1
This document discusses different types of syllabus planning approaches, including product-oriented, process-oriented, analytic, synthetic, grammatical, and functional-notional syllabuses. It explains that product syllabuses focus on the knowledge and skills learners gain, while process syllabuses focus on learning experiences. A synthetic approach teaches language parts separately and gradually builds the whole structure, whereas an analytic approach presents language in chunks of varying difficulty. Grammatical syllabuses break language into discrete units based on grammatical criteria. Functional-notional syllabuses focus on the purposes and meanings expressed through language.
Course design nunan
This document discusses the differences between syllabus design and curriculum development. Syllabus design focuses on selecting and grading content and learning tasks and activities, while curriculum development is more broadly concerned with planning, implementing, evaluating, managing and administering education programs. The document also examines different types of syllabus design including grammatical, functional-notional, task-based and needs-based approaches, outlining their key characteristics and components.
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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.
criticism on Braj Kachru's model
The document summarizes Braj Kachru's model of World Englishes, which divides English speakers into three concentric circles - the Inner Circle of traditional English speaking countries that provide norms, the Outer Circle of former colonies that develop upon these norms, and the Expanding Circle of countries where English is a foreign language dependent on Inner Circle norms. However, the model is criticized by Crystal for not fully representing the complex realities of international English use, as norms may develop independently in Outer and Expanding Circle countries as well.
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This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
Materials and methods presentation
This document outlines key concepts in materials and methods for teaching English as a foreign language. It discusses frameworks for EFL teaching including context, syllabus, and communicative language teaching. It also covers learner and setting variables, different types of syllabi, implications and phases of CLT, claims about current materials, task-based learning, perspectives on learners and learning, and related developments in EFL. The document references theories and literature on EFL materials and methodology.
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This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Task-Based Language Teaching (TBLT)
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
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Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method is based on behaviorism and uses repetition and drills but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in meaningful, real-world contexts and situations.
Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method relies on mimicry, memorization of phrases, and repetitive drills with an emphasis on pronunciation but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in real-life social contexts for communication rather than just grammar rules.
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Second language teaching methods
The document summarizes several common second language teaching methodologies:
1) The Grammar-Translation Method focuses on grammar rules and translation with little oral practice.
2) The Direct Method uses only the target language and encourages oral production through questions and answers.
3) The Audio-Lingual Method relies on repetition and memorization of dialogs and structures.
4) Communicative Language Teaching emphasizes real-world communication over grammar with a learner-centered approach.
5) Other methods discussed include Humanism, Task-Based Teaching, and a potential future focus on cognitive and information-processing approaches.
Seven twenty first century approaches to language teaching
The document discusses different approaches, methods, and techniques for teaching second/foreign languages:
- The grammar-translation approach focuses on translating between the target and native languages with little target language communication.
- The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning.
- The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency.
- Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially.
- The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials.
- Task-based instruction uses tasks and projects to exploit a wider range of
Instructed second-language-learning6666
This document discusses different settings for second language learning, including natural acquisition settings, structured-based instructional settings, and communicative instructional settings. It outlines key differences in how language is presented and practiced in each setting. The document also discusses factors that influence language learning like teaching methods, language input, authentic vs non-authentic language examples, and the balance between complexity, accuracy and fluency in the classroom.
Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Second language teaching methods2
The document summarizes several common second language teaching methodologies. It describes the Grammar-Translation Method, Direct Method, Audiolingual Method, Communicative Language Teaching approach, and some other methods. It compares teacher and learner roles within each methodology and speculates that future approaches may integrate more cognitive principles.
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Ellis Task Based Language Teaching Korea 20064016
- 1. Task-Based Language Teaching Rod Ellis University of Auckland
- 3. Task-Based Teaching Fluency (i.e. focus on message conveyance) Type B (i.e. a series of message-focused tasks) Ability to communicate Methodology Content Goal
- 22. Swan’s Critique of TBLT TBLT does not claim this is the only way Response Critique Assumption
- 23. Swan’s Critique of TBLT Agreed. TBLT serves as an approach for developing all aspects of an L2. Learning another language is as much about learning vocabulary as grammar TBLT prioritizes the acquisition of grammar. Incidental attention to form is extensive; some of it hits and some of misses. Enough hits to make it effective for acquisition. The evidence for developmental sequences is limited; if they do exist they also nullify incidental focus on form The existence of developmental sequences makes a structural syllabus unworkable. TBLT is not dependent on conscious noticing; it caters to both conscious and unconscious learning. Not all acquisition involves conscious attention to form. Conscious noticing of form is necessary for acquisition. It is not the only way; but it is the most efficient way to develop the implicit knowledge needed for fluent communicative use. There is no evidence to show that this is the only way acquisition takes place. Acquisition takes place on-line during communication, Response Swan’s Critique Assumption
- 27. Pedagogic Problems and Solutions Use small group work; allow planning time; learner training 2. Students unwilling to speak English in class. Devise activities that develop ability to communicate gradually. 1. Students lack proficiency to communicate in the L2 Solution Problem
- 28. Problems with the Educational System and Solutions Use small group work; develop tasks suited to large classes. 3. Large classes Develop new more communicative exams 2. Examination system Review philosophy of education. 1. Emphasis on ‘knowledge’ learning Solutions Problems