The document discusses Task-Based Instruction (TBI) in language teaching, highlighting its focus on completing meaningful tasks that promote real communication and fluency. It outlines the structure of TBI lessons, which include pre-task preparation, completion of tasks in groups, and post-task analysis of language use. TBI encourages learner autonomy and motivation, as students engage in activities that reflect their real-life experiences and language needs.

1. ULUDAG UNIVERSITY ENGLISH LANGUAGE AND TEACHING DEPARTMENT APPROACHES IN ELT : TASK BASED INSTRUCTION Aylin Aydın Arzu Akgün Ayşegül Arslan Sevde İlhan MARCH, 2011

2. TASK BASED LANGUAGE TEACHING

3. Task based instruction offers an alternative for language teachers. In a task based lesson, the lesson is organized around the completion of a central task.

4. The language studied is determined by what happens as the students complete the task . Activities in which language is used for carrying out meaningful tasks promote learning

5. Activities that involve '' real communication '' are essential for language learning. Language that is meaningful to the learner supports the learning process.

6. Tasks provide both the input and the output processing necessary for language process Task activiy and achievement are motivational Meaningful repetition leads to fluency

7. TBI emphasizes meaning over form but can also cater for learning form The focus is on process rather than product.

8. Learners can only gain in FLUENCY by attempting to use the L2 in real operating conditions In syllabus, activities and tasks are sequenced according to difficulty

9. Learning will not happen unless; Motivation Exposure Opportunities to use the language

10. Teacher's roles ; Selector and sequencer of tasks Prepares learners for tasks Consciousness-raising

11. Learner's roles ; Group participant Monitor Risk taker and innovator

12. TASK Real world tasks (Real-life situation) Pedagogical tasks (Do not reflect real-life situation)

13. Application of Task-based Instruction: Pre-task : The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage. The students can take notes and spend time preparing for the task.

14. Task : The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. Students prepare a short oral or written report to tell the class what happened during their task.

15. Post-Task (Analysis): The teacher then highlights relevant parts for the students to analyze. The teacher can also highlight the language that the students used during the report phase for analysis. Finally, the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

16. ADVANTAGES OF TBI The students are free of language control A natural context is developed from the students' experiences. The language arises from their needs The students will have much more exposure to language Students spend a lot of time communicating.

17. Thanks for Listening