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.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
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.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
An Introduction to English Literature
An Introduction to English Literature
Definition of literature
Importance of literature
Kinds and categories of literature
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. • Task-based Language Teaching
• What is task?
• Task-based Language Teaching Background
• Types of Task in TBLT
• Macrofunctions
• A framework for TBLT
• Syllabus Design
3.
4. • It refers to an approach based on the use of tasks as the core unit of
planning and instruction in language teaching.
• It is presented as a logical development of Communicative Language
Teaching.
• Some researchers (Kumaravadivelu, 2006) argue that TBLT is significantly
different from CLT but some (Ellis, 2003) thinks that TBLT is at the very
core of CLT. This pedagogy puts the use of TASKS at the core of language
teaching.
5. • A task is any activity that learners engage in to process of learning a language.
(Williams and Burden, 1997:168)
• 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, 1987:23)
• 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. (Prabhu , 1987:24)
6. • Task can be thought of as Function + context.
• Task allows for functions (and grammar) to be activated in a particularparticular
communicativecommunicative context.
• The communicativecommunicative task is a piece of classroom work which involves
learners in ComprehendingComprehending; ManipulatingManipulating; ProducingProducing; InteractingInteracting
7. The communicativecommunicative tasks is “as a piece of classroom work which
involves learners in comprehending, manipulating, producing or
interacting in the target language while their attention is primarily
focused on meaning rather than form. The task should also have
sense of completeness, being able to stand alone as a
communicativecommunicative act in its own right”.
8. Task Based Language Teaching (TBLT)
is an approach which offers students opportunities to actively
engage in communication in order to achieve a goal or complete
a task. TBLT seeks to develop students’ inter-language through
providing a task and then using language to solve it.
9. • It was first developed by N. Prabhu in Bangladore, Southern
India.
• Prabhu believed that students may learn more effectively when
their minds are focused on the task, rather than on the language
they are using. (Prabhu, 1987; as cited in Littlewood, 2004)
10. • TBLT makes the performance of meaningful tasks central to
the learning process.
• Instead of a language structure or function to be learnt, students
are presented with a task they have to perform or a problem they
have to solve. (Harmer, J. The practice of English Language
Teaching, 2007:71)
11. • TBLT constitutes a strong version of Communicative Language
Teaching. (Skehan, 2003)
• Teacher’s dominant authority turns into teacher’s guiding in TBLT;
because, teacher centered learning (PPP) becomes learner centered.
• It can be seen as both a refinement of Communicative Language
Teaching (CLT) and a reaction to the use of PPP. (Ellis, 2003)
12. • Tasks can be easily related to students’ real-life language needs.
• They create contexts that facilitate second language acquisition.
• Tasks create opportunities for focusing on form.
• Students are more likely to develop intrinsic motivation in a task-based
approach.
• A task-based approach enables teachers to see if students are developing the
ability to communicate in an L2.
13. 1. Target tasks:
• which students must achieve beyond the classroom.
• Much more specific and more explicitly related to classroom instruction.
• Specifies a context.
1. Pedagogical tasks:
• Form the nucleus of the classroom activity
• Include series of techniques to ultimately teach students to perform the target task.
• Involve students in some form of simulation of the target task.
• Distinguished by their specific goals that point beyond the language classroom to the target task.
14. • Tasks ultimately points learners to the application of language in real-life situations.
• Tasks are not heavily guided by the need for correct grammatical and structural
aspects of the language.
• Tasks specifically contribute to communicative goals.
• Their objectives are well specified so that you can at some later point accurately
determine the success of a task over another.
• Tasks engage learners, at some level, in genuine problem-solving activity.
15. 1. To exchange goods and services (transactional or service
macrofunction)
2. To socialize with others (interpersonal or social
macrofunction)
3. To enjoy (aesthetic macrofunction)
16.
17. 1. Communicative involvement in pedagogical tasks is the necessary and
sufficient condition of successful L2 acquisition.
• L2 acquisition is a subconscious process in which conscious teaching of grammar is
unnecessary.
• Language is best taught when it is being used to transmit messages not when it is
explicitly taught for conscious learning. (Krashen and Terrell 1983:55)
• The classroom should attempt to simulate natural process of acquisition, and that
form-focused exercises are unnecessary.
18. 2. Nunan believes:
• Language classrooms are unnatural by design,
• They exist precisely to provide for learners the kinds of practice opportunities that do
not exist outside the classroom.
• Students in early stages can benefit from a focus on form. (Doughty and William 1998;
Long 1985; and Robinson 1998)
• A pedagogy that reveals to learners systematic interrelationships between form,
meaning and use is needed. (Larsen-Freeman 2001)
19.
20. • A kind of ‘half-way house’
1. Similar to language exerciseslanguage exercises: provide manipulated
practice of restricted set of language items.
2. Similar to pedagogical taskspedagogical tasks: have element of
meaningful communication.
21. • Task are tied together:
1.Units of work or lessons through the principle of
chaining
2.At the broader syllabus level, topically/ thematically
through macrofunctions, microfunctions and
grammar elements
22. • Synthetic syllabus: a static target language product orientation, just one or
two “shots” at the item in the question P. 29
• Task-based syllabus:
allows for a great deal of naturalistic recycling,
grammatical and functional items: numerous times in diverse range of contexts,
favors an organic view of language acquisition,
is spiral rather than ‘one-shot’.
23. 1. Schema building
2. Controlled practice ‘communicative context’
3. Authentic listening practice
4. Focus on linguistic elements
5. Provide freer practice ‘pushed output’
6. Introduce the pedagogical task
24. 1.1. ScaffoldingScaffolding: Lessons should provide supporting framework within which the learning takes place.
2.2. Task dependencyTask dependency: Within a lesson, one task should grow out of, and build upon, the ones that have gone before.
3.3. RecyclingRecycling: Recycling language maximizes opportunities for learning and activates ‘organic’ learning principle.
4.4. Active learningActive learning
5.5. IntegrationIntegration: Learners should be taught in a ways that make clear the relationship between linguistic form,
communicative function and semantic meaning.
6.6. Reproduction to creationReproduction to creation
7.7. ReflectionReflection: Learners should be given opportunities to reflect on what they have learned and how well
they are doing.
25. Shavelson and Stern (1981):
1. Content
2. Materials
3. Activities
4. Goals
5. Students
6. Social community
29. • Input
• Genuine
• Altered
• Adapted
• Simulated
• Minimal/incidental
• Task types:
• Information gap
• Reasoning gap
• Opinion gap
30. • Procedure
• Procedural authenticity
• Focus and goal in a procedure
• Accuracy VS Fluency
• Locus of control in a task procedure
• Teacher-Learner Role
• Setting
31.
32. Thank you for your patience.
For any further question refer to:
•Dickinson, Paul. Implementing Task-Based Language Teaching in a
Japanese EFL Context
•Priyana, Joko. Task-Based Language Instruction
•Littlewood, William. The Task-Based Approach :Some Questions
and Suggestions
•Skehani, Peter. Task-Based Instruction• Skehan, Peter. A
Framework for the Implementation of Task-BasedInstruction