This document summarizes Rod Ellis's talk on task-based language teaching, addressing common misunderstandings about the approach. It defines tasks and discusses different types of tasks. It also defines task-based language teaching and compares it to a focus on forms. The document addresses six misunderstandings critics have about task-based language teaching, such as claims that interaction in tasks is often impoverished or that it does not allow for a grammar syllabus. It provides responses explaining how task design can impact interaction quality and how different versions of task-based language teaching incorporate grammar instruction.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
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 syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
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 syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
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 presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
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.
3 Principles of Instructed Second Language Learning ROD EL.docxtamicawaysmith
3 Principles of Instructed Second
Language Learning
ROD ELLIS
KEY QUESTIONS
~ How do you think about teaching? Do you think about it in terms of what and how you will teach?
Or do you think about it in terms of how you can create the conditions for successful second lan-
guage learning?
~ If you were asked to state general principles that could help teachers create the conditions for
successful learning in the classroom, what would they be?
~ How can you tell that students are successfully learning in the second language in your classroom?
EXPERIENCE
All teachers have a theoq' of how teaching can
assist learning. However, the theory that teachers
hold may be more or less explicit. That is, teach-
ers may base their teaching on intuitive notions
of what works rather than on explicit principles
of how they can best promote learning in their
students. Intuitive notions can result in highly
successful teaching-and are probably necessary
to enable a teacher to take the countless instant
decisions needed to accomplish a lesson-but they
may not promote critical reflection. If teachers
are to undertake a thoughtful evaluation of their
own teaching, they need to make the principles
that inform their actions explicit. A major goal of
this chapter is to offer a set of principles that can
inform such an evaluation. Let us look at how one
teacher undertook a principled evaluation of her
own teaching.
Juanita Watts (2009) elected to plan, teach,
and undertake an evaluation of an information-
gap task (i.e., spot the difference). This required
the students (upper-intermediate learners in a pri-
vate language school in Auckland, New Zealand)
to work together in pairs to identif)' the changes
evident in two pictures of the same location 100
years apart. Each student held only one of the pic-
tures. The main goal of Juanita's evaluation was to
determine to what extent the task resulted in the
kinds of interaction that have been hypothesized
to promote language learning-in particular the
negotiation of meaning that occurs when a commu-
nication problem arises. To help with this evalua-
tion, she recorded two pairs of students performing
the task and then transcribed their interactions.
Juanita identified a number of negotiation-
and-meaning sequences in both pairs' interac-
tions. Interestingly, all the sequences arose from
problems having to do with vocabulary or pro-
nunciation. There was no negotiation focused on
grammatical problems. She also reported some
differences in how the two pairs undertook the
task. One pair engaged much more extensively in
negotiation than the other and also worked harder
to resolve the communication problems that arose
and was more successful in doing so. There was also
a difference in how the two pairs negotiated. The
pair that negotiated extensively did so by means
of clarification requests, whereas the other pair
employed confirmation checks. The two examples
that fo ...
Task based language teaching @mehdi sufiIELTS Council
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
1. Task-Based Language Teaching: Sorting Out the Misunderstandings Rod Ellis Department of Applied language Studies and Linguistics University of Auckland
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23. Differences in TBLT approaches Characteristic Long (1996) Skehan (1998) Ellis (2003) Natural language use yes yes yes Learner-centredness yes yes Not necessarily Focus on form Yes – through corrective feedback Yes – mainly through pre-task Yes – in all phases of a TBLT lesson Tasks Yes – unfocused and focused Yes - unfocused Yes – unfocused and focused Rejection of traditional approaches Yes Yes No
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30. The effects of task characteristics on complexity, accuracy, and fluency (Skehan 2001) Task characteristic Accuracy Complexity Fluency Familiarity of information No effect No effect Slightly greater Dialogic vs. monologic Greater Slightly greater Lower Degree of structure No effect No effect Greater Complexity of outcome No effect Greater No effect Transformations No effect Planned condition leads to greater No effect
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49. Response Hypothesis Research The online hypothesis Online attention to form does result in learning (Mackey and Philp 1998; Mackey 1999; Leeman 2003) The noticing hypothesis Learners do pay attention to linguistic form and this can result in learning (e.g. Mackey, Gass and McDonough; Loewen 2005). The teachability hypothesis There is a substantial body of research that shows that L2 acquisition involves both an order and sequence of acquisition (e.g. Ellis 1994; Bardovi Harlig 2000) and that this cannot be easily altered through instruction (e.g. Ellis 1989).
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53. Problems with the Educational System and Solutions Problems Solutions 1. Emphasis on ‘knowledge learning’ Educational philosophy needs to change 2. Examination system More communicative tests need to be developed. 3. Large classes Use group work; develop tasks suited to large classes.
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