English Language Teaching
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Task-based language teaching (TBLT) relies on using authentic tasks to teach language. A task is any activity that requires learners to use information to arrive at an outcome, allowing teachers to regulate the process. TBLT focuses on using the target language to complete meaningful tasks, assessing task outcomes over language accuracy. It encourages student interaction and engagement through familiar tasks. While TBLT can motivate learning, it requires additional resources and can be difficult to evaluate compared to traditional methods.
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The document outlines an approach to language teaching with 4 main steps: 1) Introduce meaningful models of language needed by students with elicitation, presentation, and explanation techniques, 2) Conduct careful practice of the language with a focus on students' lives and interaction, 3) Organize communicative interaction, and 4) Give feedback on students' language use. Elicitation involves determining what students already know and allowing them to learn from each other. Presentation introduces new language meaningfully in context. Explanation provides rules for some learners. Practice integrates different skills.
Chapter 9
The document discusses developing fluency in English speaking and listening. It describes the 4/3/2 technique where learners give talks in pairs with decreasing time (4 minutes, then 3 minutes, then 2 minutes) to encourage processing a large quantity of language. The technique helps learners reach a high performance level through repetition and time challenge. It also discusses designing fluency activities with easy tasks, message focus, time pressure, planning, and repetition. Finally, it addresses fitting fluency into the classroom curriculum and checking if units prepare learners and represent fluency goals.
Textual Enhancement
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Chapter 7
Pushed output involves requiring learners to produce language in order to make them aware of gaps in their productive knowledge. When learners are "pushed" to produce output, they pay closer attention to grammar. Output practice is important because receptive knowledge does not automatically transfer to productive knowledge. The type of text or genre a learner is asked to produce in can influence what linguistic features they attend to. Factors like topic, text type, planning time, and performance conditions all impact pushed output activities. Formal speaking involves longer, more carefully planned presentations compared to informal conversation and requires specific skills training.
Chapter 1
The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.
Summary of chapter 9 & 10 dmavd
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
Chapter 2
This document discusses techniques for teaching listening and speaking skills to English language learners. It recommends focusing on meaningful language that is relevant to learners' lives. Activities should maintain learner interest through variety and avoid overloading them with new language. Comprehensible input and a stress-free classroom environment are important. Suggested activities include descriptions, questioning techniques, interviews, stories and role plays. A balanced program incorporates meaningful input and output, language focus, and fluency development.
Methods used in Teaching Language and Literature
The document discusses various methods used to teach language and literature, including the lecture method, audiovisual method, project method, flipped classroom, kinesthetic learning, differentiated instruction, inquiry-based learning, and game-based learning. It also covers several language teaching methodologies such as the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, communicative language teaching, community language learning, and task-based language learning. It concludes that no single method can guarantee success and teachers should consider factors like learner characteristics and needs when choosing methods.
Recommended
Esp
The document outlines an approach to language teaching with 4 main steps: 1) Introduce meaningful models of language needed by students with elicitation, presentation, and explanation techniques, 2) Conduct careful practice of the language with a focus on students' lives and interaction, 3) Organize communicative interaction, and 4) Give feedback on students' language use. Elicitation involves determining what students already know and allowing them to learn from each other. Presentation introduces new language meaningfully in context. Explanation provides rules for some learners. Practice integrates different skills.
Chapter 9
The document discusses developing fluency in English speaking and listening. It describes the 4/3/2 technique where learners give talks in pairs with decreasing time (4 minutes, then 3 minutes, then 2 minutes) to encourage processing a large quantity of language. The technique helps learners reach a high performance level through repetition and time challenge. It also discusses designing fluency activities with easy tasks, message focus, time pressure, planning, and repetition. Finally, it addresses fitting fluency into the classroom curriculum and checking if units prepare learners and represent fluency goals.
Textual Enhancement
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Chapter 7
Pushed output involves requiring learners to produce language in order to make them aware of gaps in their productive knowledge. When learners are "pushed" to produce output, they pay closer attention to grammar. Output practice is important because receptive knowledge does not automatically transfer to productive knowledge. The type of text or genre a learner is asked to produce in can influence what linguistic features they attend to. Factors like topic, text type, planning time, and performance conditions all impact pushed output activities. Formal speaking involves longer, more carefully planned presentations compared to informal conversation and requires specific skills training.
Chapter 1
The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.
Summary of chapter 9 & 10 dmavd
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
Chapter 2
This document discusses techniques for teaching listening and speaking skills to English language learners. It recommends focusing on meaningful language that is relevant to learners' lives. Activities should maintain learner interest through variety and avoid overloading them with new language. Comprehensible input and a stress-free classroom environment are important. Suggested activities include descriptions, questioning techniques, interviews, stories and role plays. A balanced program incorporates meaningful input and output, language focus, and fluency development.
Methods used in Teaching Language and Literature
The document discusses various methods used to teach language and literature, including the lecture method, audiovisual method, project method, flipped classroom, kinesthetic learning, differentiated instruction, inquiry-based learning, and game-based learning. It also covers several language teaching methodologies such as the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, communicative language teaching, community language learning, and task-based language learning. It concludes that no single method can guarantee success and teachers should consider factors like learner characteristics and needs when choosing methods.
Functional English: an introduction
Functional English refers to using the English language in a practical sense for communication purposes like listening, speaking, reading and writing. It focuses on using English in routine life. To use English functionally requires having a good vocabulary, knowledge of grammar rules, parts of speech, tenses and good comprehension skills. The process of developing functional English involves building vocabulary, learning grammar, and polishing the four skills through regular listening, speaking, reading and writing activities in English.
How to teach grammar (Inductive teaching)
Inductive teaching of grammar uses examples to allow students to generalize rules on their own. It requires more mental effort which leads to deeper understanding and better memory retention. However, it risks students focusing too much on rules or developing wrong rules. The method involves providing examples for students to group, label, and from which they derive a conclusion about the topic.
Chapter8 part2
The document discusses types of grammar instruction including exploring collocation patterns and learning explicit grammatical rules through consciousness raising activities and language-focused correction. It also examines causes of second language errors such as interference from the first language and reduction to increase efficiency. Finally, it lists task-based sources of error and useful discourse features for teaching English listening and speaking.
British council resources ii
The document provides information about various teaching methodologies and lesson planning techniques. It discusses the key elements of the Task-Based Learning (TBL) approach, including using authentic tasks to encourage communication over language practice. Some benefits of TBL mentioned are that it focuses on real communication, learns based on student needs, and exposes students to a variety of language in context. The document also briefly outlines several other approaches: Presentation-Practice-Production (PPP), Test-Teach-Test (TTT), Project-Based Learning (PBL), and the ARC model of Authentic, Restricted, Clarification.
Tbl
TBL is an approach to language teaching that is motivated by theories of learning and language. It emphasizes using meaningful tasks as the core unit of planning and instruction. There are several key principles:
1) Tasks provide opportunities for both input and output processing, which are important for language acquisition. They also foster negotiation of meaning.
2) Tasks can be motivating for learners because they require authentic language use and have clear goals and structure.
3) The difficulty of tasks can be adjusted to focus learning on particular language aspects or skills.
The syllabus for TBL specifies tasks rather than content. Tasks can be real-world tasks or pedagogical ones. Sequencing tasks considers factors
new2 1
The document discusses the importance of using communicative teaching methods that are student-centered and interactive, focusing on meaningful exchanges and discourse rather than isolated grammar points. It provides examples of communicative classroom activities and emphasizes integrating language skills, using authentic materials, and making classes more learner-centered and interactive.
agung Power point listening
This document discusses key aspects of teaching listening and speaking skills to language learners. It addresses what makes these skills difficult, different types of listening and speaking, principles for teaching them, and sample activities. Some of the main points covered include the various factors that can impact listening comprehension, such as rate of delivery and colloquial language. Both bottom-up and top-down listening strategies are recommended for instruction. Speaking activities should focus on fluency and accuracy as well as use authentic contexts. Pronunciation teaching may focus more on prosody than individual sounds.
AFL7020 Language Teacher Education, Lecture 6: Presentation Practice Production
Presentation-Practice-Production (PPP) is a method for teaching foreign language structures through three phases: presentation, practice, and production. In the presentation phase, the teacher introduces new language forms. The practice phase involves controlled activities for students to use the new forms correctly. Finally, in the production phase students engage in free activities using their new language skills. PPP aims to move learning from teacher control to greater student freedom and accuracy to fluency. However, some argue it is not effective for long-term language learning outside the classroom.
The ppp teaching method (power point)
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
The PPP Approach to Communicative Language Teaching
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Chapter 5
The document discusses various aspects of teaching pronunciation to ESL/EFL students. It covers the importance of pronunciation for intelligibility and memory. The components of pronunciation are identified as articulation of sounds, distinctive features, stress, intonation, and blending/omission of sounds. Goals for pronunciation teaching include intelligibility, identity, ease of learning, acceptability, and availability of teachers/materials. Factors affecting pronunciation include age, first language, learner development, experience/attitudes, and teaching/learning conditions.
PPP teaching stages
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
Methods to teach english
The document discusses four different language teaching methods: grammar-translation, which focuses on rules and translation; audio-lingualism, which emphasizes grammatical patterns and behaviorist learning; PPP (presentation, practice, production), where teachers present, students practice, and then produce language freely; and communicative language teaching, where interaction is both the means and goal of language learning.
Assessing listening
This document discusses assessing listening skills for language learners. It explains that listening is an important but difficult receptive skill to master, as it involves quickly processing multiple elements of spoken conversation or recordings. When assessing listening, teachers should design tasks that match students' levels but encourage associating what they hear with what they see, to help decode information and understand the intended meaning. The key is for teachers to recognize that different skills require customized assessment and to apply new strategies to boost students' confidence during testing.
Evaluating and Adapting materials, Technology in ELT
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
The ppp approach to language teaching
The document discusses the Presentation, Practice, Production (PPP) approach to language teaching. It describes each stage: Presentation involves introducing new language in a meaningful context; Practice tests accuracy and familiarizes students with the language; Production creates situations for students to communicate using the new language. The document provides features and examples of activities for each stage, emphasizing creating meaningful, memorable contexts and opportunities for student use of the target language.
Building fluency
Oral communication is important for developing students' proficiency and communicative competence. Developing fluency requires components like pronunciation, suprasegmental teaching, and combining approaches. Students need constant exposure and practice to build fluency. There are three modes of practice: imitation, rehearsal, and extemporaneous speech which can increase speaking rate and reduce hesitations. Developing fluency also involves selecting discussion topics, giving peer feedback, and limiting teacher interference.
Teacher Role in a Communicative Class
a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.
Ppt reading approach
The reading approach is a method for teaching beginning readers that focuses on developing reading comprehension skills. It was originally developed for teaching English, French, and German to learners who did not have time to develop oral language skills. The key aspects of the reading approach include extensive reading of texts, identifying meanings rather than individual words or letters, understanding texts quickly, and reading actively. The teacher's role is to motivate students, encourage reading strategies, and support the development of comprehension. While the approach is efficient for large classes and develops vocabulary, it lacks a focus on speaking skills and can feel oppressive with its controlled vocabulary and grammar.
06 ELT- task based learning
This document presents information on task-based language learning and teaching. It was submitted by Drashti V. Dave for a course on English Language Teaching. The document defines a task as an activity where the target language is used for a communicative purpose. It explains that task-based language learning focuses on meaningful tasks using the target language to develop fluency over accuracy. It also outlines the components and stages of a task-based lesson, and discusses the advantages such as varied language exposure and the motivational nature of task-based learning. Finally, it notes some potential barriers to task-based teaching like students relying on their first language.
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.
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Functional English: an introduction
Functional English refers to using the English language in a practical sense for communication purposes like listening, speaking, reading and writing. It focuses on using English in routine life. To use English functionally requires having a good vocabulary, knowledge of grammar rules, parts of speech, tenses and good comprehension skills. The process of developing functional English involves building vocabulary, learning grammar, and polishing the four skills through regular listening, speaking, reading and writing activities in English.
How to teach grammar (Inductive teaching)
Inductive teaching of grammar uses examples to allow students to generalize rules on their own. It requires more mental effort which leads to deeper understanding and better memory retention. However, it risks students focusing too much on rules or developing wrong rules. The method involves providing examples for students to group, label, and from which they derive a conclusion about the topic.
Chapter8 part2
The document discusses types of grammar instruction including exploring collocation patterns and learning explicit grammatical rules through consciousness raising activities and language-focused correction. It also examines causes of second language errors such as interference from the first language and reduction to increase efficiency. Finally, it lists task-based sources of error and useful discourse features for teaching English listening and speaking.
British council resources ii
The document provides information about various teaching methodologies and lesson planning techniques. It discusses the key elements of the Task-Based Learning (TBL) approach, including using authentic tasks to encourage communication over language practice. Some benefits of TBL mentioned are that it focuses on real communication, learns based on student needs, and exposes students to a variety of language in context. The document also briefly outlines several other approaches: Presentation-Practice-Production (PPP), Test-Teach-Test (TTT), Project-Based Learning (PBL), and the ARC model of Authentic, Restricted, Clarification.
Tbl
TBL is an approach to language teaching that is motivated by theories of learning and language. It emphasizes using meaningful tasks as the core unit of planning and instruction. There are several key principles:
1) Tasks provide opportunities for both input and output processing, which are important for language acquisition. They also foster negotiation of meaning.
2) Tasks can be motivating for learners because they require authentic language use and have clear goals and structure.
3) The difficulty of tasks can be adjusted to focus learning on particular language aspects or skills.
The syllabus for TBL specifies tasks rather than content. Tasks can be real-world tasks or pedagogical ones. Sequencing tasks considers factors
new2 1
The document discusses the importance of using communicative teaching methods that are student-centered and interactive, focusing on meaningful exchanges and discourse rather than isolated grammar points. It provides examples of communicative classroom activities and emphasizes integrating language skills, using authentic materials, and making classes more learner-centered and interactive.
agung Power point listening
This document discusses key aspects of teaching listening and speaking skills to language learners. It addresses what makes these skills difficult, different types of listening and speaking, principles for teaching them, and sample activities. Some of the main points covered include the various factors that can impact listening comprehension, such as rate of delivery and colloquial language. Both bottom-up and top-down listening strategies are recommended for instruction. Speaking activities should focus on fluency and accuracy as well as use authentic contexts. Pronunciation teaching may focus more on prosody than individual sounds.
AFL7020 Language Teacher Education, Lecture 6: Presentation Practice Production
Presentation-Practice-Production (PPP) is a method for teaching foreign language structures through three phases: presentation, practice, and production. In the presentation phase, the teacher introduces new language forms. The practice phase involves controlled activities for students to use the new forms correctly. Finally, in the production phase students engage in free activities using their new language skills. PPP aims to move learning from teacher control to greater student freedom and accuracy to fluency. However, some argue it is not effective for long-term language learning outside the classroom.
The ppp teaching method (power point)
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
The PPP Approach to Communicative Language Teaching
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Chapter 5
The document discusses various aspects of teaching pronunciation to ESL/EFL students. It covers the importance of pronunciation for intelligibility and memory. The components of pronunciation are identified as articulation of sounds, distinctive features, stress, intonation, and blending/omission of sounds. Goals for pronunciation teaching include intelligibility, identity, ease of learning, acceptability, and availability of teachers/materials. Factors affecting pronunciation include age, first language, learner development, experience/attitudes, and teaching/learning conditions.
PPP teaching stages
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
Methods to teach english
The document discusses four different language teaching methods: grammar-translation, which focuses on rules and translation; audio-lingualism, which emphasizes grammatical patterns and behaviorist learning; PPP (presentation, practice, production), where teachers present, students practice, and then produce language freely; and communicative language teaching, where interaction is both the means and goal of language learning.
Assessing listening
This document discusses assessing listening skills for language learners. It explains that listening is an important but difficult receptive skill to master, as it involves quickly processing multiple elements of spoken conversation or recordings. When assessing listening, teachers should design tasks that match students' levels but encourage associating what they hear with what they see, to help decode information and understand the intended meaning. The key is for teachers to recognize that different skills require customized assessment and to apply new strategies to boost students' confidence during testing.
Evaluating and Adapting materials, Technology in ELT
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
The ppp approach to language teaching
The document discusses the Presentation, Practice, Production (PPP) approach to language teaching. It describes each stage: Presentation involves introducing new language in a meaningful context; Practice tests accuracy and familiarizes students with the language; Production creates situations for students to communicate using the new language. The document provides features and examples of activities for each stage, emphasizing creating meaningful, memorable contexts and opportunities for student use of the target language.
Building fluency
Oral communication is important for developing students' proficiency and communicative competence. Developing fluency requires components like pronunciation, suprasegmental teaching, and combining approaches. Students need constant exposure and practice to build fluency. There are three modes of practice: imitation, rehearsal, and extemporaneous speech which can increase speaking rate and reduce hesitations. Developing fluency also involves selecting discussion topics, giving peer feedback, and limiting teacher interference.
Teacher Role in a Communicative Class
a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.
Ppt reading approach
The reading approach is a method for teaching beginning readers that focuses on developing reading comprehension skills. It was originally developed for teaching English, French, and German to learners who did not have time to develop oral language skills. The key aspects of the reading approach include extensive reading of texts, identifying meanings rather than individual words or letters, understanding texts quickly, and reading actively. The teacher's role is to motivate students, encourage reading strategies, and support the development of comprehension. While the approach is efficient for large classes and develops vocabulary, it lacks a focus on speaking skills and can feel oppressive with its controlled vocabulary and grammar.
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AFL7020 Language Teacher Education, Lecture 6: Presentation Practice Production
AFL7020 Language Teacher Education, Lecture 6: Presentation Practice Production
The PPP Approach to Communicative Language Teaching
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Evaluating and Adapting materials, Technology in ELT
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Similar to English Language Teaching
06 ELT- task based learning
This document presents information on task-based language learning and teaching. It was submitted by Drashti V. Dave for a course on English Language Teaching. The document defines a task as an activity where the target language is used for a communicative purpose. It explains that task-based language learning focuses on meaningful tasks using the target language to develop fluency over accuracy. It also outlines the components and stages of a task-based lesson, and discusses the advantages such as varied language exposure and the motivational nature of task-based learning. Finally, it notes some potential barriers to task-based teaching like students relying on their first language.
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Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
PPP or TBLT?
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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.
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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 teaching (TBLT) involves using tasks as the core unit of planning and instruction. It focuses on providing students with opportunities to use language communicatively by engaging them in meaningful tasks. There are three main stages: pre-task, task, and post-task. The goal is for students to develop their interlanguage through problem-solving using the target language. TBLT emphasizes fluency, motivation, and a focus on meaning over form. However, it also risks lack of accuracy and not all students may be suited for this approach.
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- Grammar-translation focuses on translating texts and learning grammar rules, with little use of the target language.
- Direct method uses everyday language and avoids translation, making meaning clear through actions.
- Reading approach emphasizes reading comprehension and controlled vocabulary.
- Audiolingualism uses repetition and habit formation, sequencing grammar and postponing reading/writing.
- Communicative approach focuses on meaningful communication over language forms.
- Task-based instruction uses real-world tasks as the basis for language learning.
- Content-based instruction integrates language learning with academic content learning.
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Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Task based learning historical background (1)
The document discusses Task Based Learning (TBL) as a language teaching method. TBL focuses on using authentic tasks to teach language in a meaningful way. It grew out of the Communicative Approach, which emphasized using the target language to communicate. The strong version of the Communicative Approach and TBL believe that language is acquired through completing communicative tasks, not just practicing language forms. TBL offers benefits like increased student motivation, but also requires creativity and resources from teachers to implement effectively.
THE COMMUNICATIVE APPROACHES
The main point of the document is to describe different language teaching methods including Communicative Language Teaching (CLT), Cooperative Language Learning (CLL), Competency-Based Language Teaching (CBLT), Genre-Based Approach (GBA), Task Based Language Teaching (TBLT), and Content-Based Instruction (CBI). It provides details on the key principles and implementation of each method. The document aims to inform readers on various approaches to teaching language with a focus on interaction, tasks, competencies, genres, and using content as the vehicle for language learning.
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The definition of CLT By Alireza Sadeghiyan - www.academia.edu
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Applied linguistics _Content and Task based Instruction
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- 1. TASK-BASED LANGUAGETEACHING By Rajdip Gohel Sem:- 3 Paper 12:- English LanguageTeaching-1
- 2. What is a task? • “An activity which required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a task.” by Prabhu • A task is any activity that learners engage I to process of learning a language. (Williams and Burden)
- 3. • A task is a range of learning activities from the simple and brief exercises to more complex and lengthy activities such as group problem-solving or simulations and decision-making. (Breen)
- 4. What isTask-Based LanguageTeaching? • Task-based language teaching (TBLT) is a type of instruction that relies on the use of authentic target language to do meaningful tasks. • TBLT is also referred to as task-based instruction (TBI) and can be considered a branch of communicative language teaching (CLT). • The assessment of learning is mainly based on task outcome and not only on the accurate use of the target language. For this reason,TBLT is believed to be effective in learning target language fluency and developing student confidence.
- 5. Characteristics ofTBL •It is based on the use of tasks. •Students learn by interacting. •It’s focused on the use of authentic language. •Errors are part of a natural learning. •The focus is on process rather than product.
- 7. Advantages ofTBLT • As the tasks are likely to be familiar to the students, students are more likely to be engaged, which may further motivate them in their learning. • Allows more meaningful communication. • The aim is that the learners’ interlanguage will gain implicit language knowledge while doing tasks. • TBLT allows meaningful communication to occur during the accomplishment of tasks.
- 8. Disadvantages ofTBLT • TBLT requires resources beyond the textbooks and related materials usually found in language classrooms. • Evaluation of task-based instruction can be difficult.The nature of task-based learning does not allow it to be objectively measurable.
- 9. So what? • It may help to encourage students to use the target language actively and meaningfully. • But still, many aspects ofTBL have to be justified such as task type, task sequencing and evaluation of task performance.