Task-based Language Teaching TBLT
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This document discusses task-based language teaching (TBLT). It defines TBLT as an approach where students learn language through completing meaningful tasks, with the goal of communicating to achieve an outcome. The document contrasts synthetic and analytic syllabi, noting TBLT falls under analytic. It explains the stages of a TBLT lesson as pre-task, task, planning, report, analysis, and practice. Key advantages are that it offers a natural context, explores language needs, and is communicative and motivating for students. An example methodology is given where the teacher provides a topic and guidance for students to work in groups to collect information and present their projects.
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Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
task based language teaching TBLT
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.
- The teacher
Task based syllabus
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.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Recommended
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
task based language teaching TBLT
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.
- The teacher
Task based syllabus
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.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Communicative language teaching
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.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Communicative language-teaching
The document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in response to previous cognitive approaches. CLT focuses on developing students' communicative competence through meaningful use of language in authentic tasks and social interactions. Key aspects of CLT include emphasizing fluency over accuracy, using groupwork and information-sharing activities, and the teacher acting as a facilitator. While CLT enhances student motivation and language skills, some criticism is that it may lack explicit grammar instruction and decrease accuracy.
Task based language teaching
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.
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.
The Communicative Approach of Language Teaching
The document discusses the communicative language teaching approach. It traces the origins of the approach to Chomsky's work on competence and performance in the 1960s, which was later developed into the concept of communicative competence by Hymes. The approach aims to teach real-life language use and communicative skills. It focuses on functions like requesting and notions like time. Grammar is taught intuitively through meaningful use. The role of the teacher is as a facilitator and the activities emphasize pair and group work, role plays, games and problem-solving to encourage communication over accuracy.
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
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.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Task-Based Language Teaching (TBLT)
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.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
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Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Communicative language teaching
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.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Communicative language-teaching
The document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in response to previous cognitive approaches. CLT focuses on developing students' communicative competence through meaningful use of language in authentic tasks and social interactions. Key aspects of CLT include emphasizing fluency over accuracy, using groupwork and information-sharing activities, and the teacher acting as a facilitator. While CLT enhances student motivation and language skills, some criticism is that it may lack explicit grammar instruction and decrease accuracy.
Task based language teaching
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.
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.
The Communicative Approach of Language Teaching
The document discusses the communicative language teaching approach. It traces the origins of the approach to Chomsky's work on competence and performance in the 1960s, which was later developed into the concept of communicative competence by Hymes. The approach aims to teach real-life language use and communicative skills. It focuses on functions like requesting and notions like time. Grammar is taught intuitively through meaningful use. The role of the teacher is as a facilitator and the activities emphasize pair and group work, role plays, games and problem-solving to encourage communication over accuracy.
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
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.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
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The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
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Task-Based Language Teaching (TBLT)
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.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Communicative Language Teaching (CLT)/Task Based Learning (TBL)
This is a presentation about two english teaching methods: the CLT (Communicative Language Teaching) and the TBL (Task Based Learning).
TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
Task based language teaching
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.
Task based learning
Task-Based Learning (TBL) is a teaching approach that focuses on having students complete meaningful activities or tasks to use the target language in a practical way. These tasks simulate real-world scenarios like going to the doctor or buying coffee. The teacher takes a backseat, acting as a moderator while students work through the tasks, using the language as needed without worrying about accuracy. This gives students a purpose for communicating that increases motivation to speak. The goal is to integrate all language skills through tasks that require cooperation and negotiation between students in the target language.
TBLT research article _Carless 2004
The document summarizes a study that examined how three primary school English teachers in Hong Kong interpreted and implemented a task-based teaching innovation. The study found that the teachers had differing understandings of task-based teaching and faced challenges with student use of their native language, classroom management, and promoting target language production. While the teachers viewed tasks positively and tried to implement them, tensions emerged between facilitating communicative tasks and maintaining traditional classroom norms.
Task based.
Task-based language teaching involves classroom activities where students use the target language to complete meaningful tasks. It focuses on communication over language form. A task is a complete, real-world activity like fulfilling a social transaction. The process involves a pre-task introduction, a task cycle of task completion, planning and reporting, and a language focus on form. Teachers guide students through choosing topics, explaining tasks, and providing feedback without interrupting task completion. This approach allows students to learn through meaningful use of the language.
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Effects of Task-based language teaching on grade five students reading perfor...
This document summarizes a study on the effects of task-based language teaching (TBLT) on the reading performance of grade 5 students in Mekelle City, Ethiopia. The study used a quasi-experimental pre-test post-test design with an experimental and control group. Results showed that students in the experimental group, who received TBLT, performed significantly better on the post-test than the control group. Additionally, high-achieving students benefited more from TBLT than low-achieving students. Challenges encountered included limited English proficiency and time constraints in completing tasks. The pilot study informed revisions for a full study on the impact of TBLT on reading skills.
ALx - Presentation for class 5 (september 10th, 2013 - tuesday)
This document discusses task-based language teaching (TBLT) and content-based instruction (CBI). It defines TBLT as using real-life tasks to promote language learning through meaning-focused interaction. Tasks can be social, pedagogical, or academic. The task cycle includes pre-task preparation, the task itself, and post-task attention to language forms. CBI integrates language and content objectives by exposing learners to concepts in their discourse context. Both aim for communicative competence through meaningful use of authentic materials and a socio-constructivist approach.
Fundamentals of Task-Based Language Teaching (TBLT)
10 fundamental components of task-based language teaching (TBLT). For teachers who would like to implement a task-based curriculum.
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1) The workshop explored the subordination of teaching to learning through examining the four stages of learning: awareness, exploration, practice, and mastery. Participants learned how presence changes during each stage.
2) An exercise of throwing tennis balls behind the back helped participants experience being selectively present during learning and using awareness to progress. They realized the need to feel their actions rather than watch themselves.
3) On the last day, participants tied together the concepts by observing a French lesson. While the students remained fully present, the very brief moment when they became self-conscious of observers prevented a clear demonstration of how teaching subordinates to the subtlest levels of learning.
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The document discusses the key differences between tasks and drills/exercises in language teaching. It defines a task as having three key characteristics: 1) requiring learners to use language pragmatically to achieve an outcome, 2) focusing primarily on meaning over form, and 3) resembling real-world language use. Tasks can engage various skills and cognitive processes. They can be focused on form implicitly through feedback or explicitly by drawing attention to linguistic features. The document provides details on task design features and methodological techniques for implementing form-focused instruction through tasks.
Taking the critics to task
This document discusses criticisms of task-based language teaching (TBLT) and attempts to address misconceptions about it. It notes that while TBLT has received support, it has also faced considerable criticism. However, criticisms often assume TBLT is a single method when it is actually a broad approach. The document outlines differences between various proposals for TBLT and argues they have been mischaracterized as not including grammar, not suitable for beginners, or entirely learner-centered. It also discusses problems implementing TBLT in Asia, such as teachers' limited proficiency and traditional roles, structural constraints, and students' orientation to learning. Overall, the document advocates for addressing issues in implementing TBLT rather than
Task based concepts to develop speaking skills
The document discusses task-based language learning. It defines task-based learning as using familiar tasks in the target language to promote acquisition. It identifies three types of gaps that can be used in tasks: information gaps, opinion gaps, and reasoning gaps. Each type of gap involves a different cognitive process. The document also outlines the typical structure of a task-based lesson with three stages: pre-task, task, and post-task.
Task Based Approach
- Task-based language teaching (TBLT) uses tasks as the core unit of planning and instruction in language teaching. It was presented as a logical development of Communicative Language Teaching.
- In TBLT, the focus is on the process rather than the product. Learners learn language by interacting communicatively and purposefully while engaged in meaningful activities and tasks.
- Willis proposed that tasks be sequenced according to difficulty, and recommended a task cycle including pre-task, task, planning, report, language focus, analysis, and practice stages.
Ellis Task Based Language Teaching Korea 2006
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.
Task-based language teaching
The document compares three approaches to language teaching: grammar-translation, communicative language teaching (CLT), and task-based language teaching (TBLT). Grammar-translation focuses on carefully teaching grammatical rules, CLT emphasizes meaningful communication, and TBLT involves participation in goal-oriented activities. The approaches differ in their activities, teaching methods, treatment of grammar, selection of topics, and development of learner competencies.
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Task based-language-teachingkom-121024110933-phpapp01
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Effects of Task-based language teaching on grade five students reading perfor...
Effects of Task-based language teaching on grade five students reading perfor...
ALx - Presentation for class 5 (september 10th, 2013 - tuesday)
ALx - Presentation for class 5 (september 10th, 2013 - tuesday)
Fundamentals of Task-Based Language Teaching (TBLT)
Fundamentals of Task-Based Language Teaching (TBLT)
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tblt .pdf
Task based language teaching (TBLT) focuses on using tasks to provide learners opportunities to practice and use language in authentic communicative situations. TBLT was first proposed by an Indian scholar to teach English communicative competence through meaningful activities. There are two types of tasks - unfocused tasks that use general language samples and focused tasks designed around specific grammatical structures. According to principles outlined by David Nunan, lessons should provide scaffolding for learning, build upon previous tasks, recycle language, encourage active and integrated learning, and give opportunities for reflection. Stages of TBLT typically involve pre-task introduction, task completion in groups, planning and reporting, and post-task feedback and exercises.
Learner- Centered Approaches
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
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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 several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
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This document discusses task-based learning (TBL) as an alternative method for teaching English to children ages 5-10 using arts. TBL involves having students complete a central task using the language resources available to them, with the teacher monitoring and offering support. The key steps in TBL include: 1) introducing the topic and instructions for the task, 2) students completing the task in groups, 3) students planning a report of their task, 4) students presenting their report, 5) teacher providing feedback, and 6) practicing relevant language. Advantages of TBL include developing a natural context for language use, varied exposure, and addressing language needs that emerge from task completion.
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This document provides an overview of task-based learning (TBL) as a language teaching methodology. It defines TBL as an approach that places students in real-world communication situations requiring language use to complete a specific task. The document outlines the typical TBL framework, including a pre-task, task cycle, and post-task language focus. It provides examples of TBL activities at beginner and intermediate levels using tools/devices and texts. Key aspects of TBL highlighted are using the target language as much as possible, focusing on learner activity, and the importance of the post-task consciousness raising phase.
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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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This document provides information about task-based language teaching (TBLT). It begins by defining a task as "an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." It then explains that TBLT engages learners in authentic language use through a series of tasks to both acquire new linguistic knowledge and proceduralize existing knowledge. The document outlines the rationale and design of TBLT, including its focus on meaning over form, motivation through task achievement, and negotiation of learning difficulty. It also discusses the role of the teacher in guiding tasks and providing feedback, as well as the role of students in interacting and presenting results.
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This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
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This document discusses the differences between the PPP (presentation, practice, production) model of language teaching and the task-based language teaching (TBL) framework. It summarizes that TBL begins by providing learners with a holistic language experience through tasks and then helps them learn language more efficiently, while PPP provides discrete language items out of context. The document also provides advice on introducing TBL to learners, addressing learner resistance, using textbooks, and assessing student progress in a TBL framework.
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This document provides an overview of task-based language teaching (TBL). It describes TBL as a communicative approach where students complete meaningful tasks using their language skills. A key part of TBL is the task cycle, which involves students doing a task, planning how to report on it, reporting back to classmates, and focusing on specific language. The document outlines the benefits of TBL, such as developing natural language use, focusing on student needs, and promoting engagement. It also lists resources for learning more about TBL methodology and assigns homework to design a TBL lesson and reflect on applying this approach.
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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
- 1. Task-based Language Teaching Prepared by : Navideh Behroozpour Hamed Lotfi Advisor : Dr. Sadegh Sadeghi
- 3. Versions of Communicative Approach • Weak Version: It gives learners opportunities to practice LANGUAGE for communication. “Learning to use a language” •Strong Version: It asserts that LANGUAGE is acquired through communication. “Using language to learn it” Howatt (1984)
- 4. Although these methods are different but what these have in common is:
- 5. Types of Syllabi Wilkins (1976) Synthetic syllabi: Comprise linguistic units: grammar, structures, vocabulary, functions, etc. Units are ordered in a sequence from Linguistic Simplicity to Linguistic Complexity. Analytic syllabi: Learners work on relevant content text and the form of language according to their purposes. SLA supports analytic because : Shows that learners do not learn linguistic items one at a time, They induce linguistic information from the language samples they work on, and they acquire language items only when they are ready to do so. Both CBI and TBLT falls into the category of an analytic syllabus.
- 6. Task Tasks are Meaningful, and in doing them, students need to communicate. Tasks have a clear Outcome so that the teacher and students know whether or not the communication has been successful.
- 7. Task The central purpose we are concerned with is language learning, and tasks present this in the form of a problem-solving Negotiation between knowledge that the learner holds and new knowledge. Candlin and Murphy (1987) “ ”
- 9. TBLT is another example of the Strong Version of the communicative approach, which means language is acquired through use. (It means that, students learn language when they need it to accomplish the task.)
- 10. Before starting the discussion on the Task-based Language Teaching, to understand what would have been done in real class activity, we have prepared a video of Task-based Language Teaching. Video
- 11. USA, International immigrant language learners’ class, 7min.
- 12. Task based learning is a different way to teach languages. It offers to the students an opportunity to use the target language as they would do in everyday life using their own one. The task is an activity in which students use the language to achieve a specific outcome.
- 13. To plan a TBLT lesson we should follow these stages. Pre-task: The teacher introduces the topic and gives clear instructions for the task Task: Students complete a task in pairs or groups using the language resources that they have. Planning: Students prepare a short report to tell the class what happened during their task. Report: Students then report back to the class orally or read the written report. Analysis: The teacher then highlights relevant parts from the text of the recording for the students to analyze. Practice: Finally, the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases.
- 15. TBLT has some clear advantages: The students are free of language control; they must use all their language resources. A natural context is developed from the students' experiences with the language that is personalized and relevant to them. The language explored arises from the students' needs. It is a strong communicative approach where students spend a lot of time communicating. It is enjoyable and motivating.
- 16. The activity reflects real life and learners focus on meaning; they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences.
- 17. Methodology The teacher will give the topic that is going to be treated. He/she will offer some ideas on how to do things. He/she can show a model to make their ideas clearer. Children will collect information and materials. They will work in groups in class, with the guidance of the teacher. Finally, they will show their projects to the rest of the class.
- 19. End Thank You So Much