Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
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 syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
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 requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
This PowerPoint was complete for a class on lesson planning for new teachers at Wheeling Jesuit University. It defines the parts of a lesson plan and shows an example.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
A presentation to Week 9 of the Sport Coaching Pedagogy unit (2013) at the University of Canberra. https://en.wikiversity.org/wiki/SportCoachingPedagogy
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
As instructors, we are often advised to use “facilitation” skills to promote student learning. If you are not quite sure what this means, nor how to “do” facilitation in your teaching, we invite you to join us in this session.
By the end of this session, participants will be able to:
define facilitation and briefly describe its role in teaching
contrast facilitation and facilitative teaching
discuss facilitation techniques, approaches, and skills for classroom
This session is for instructors who are new to using facilitation skills in their teaching.
Workshop Resources http://bit.ly/faciliatingteaching
Task-based language teaching :
Historical Background
Definitions
What is a task?
What is Task Based Language Teaching (TBLT)?
Why do we use a task based approach?
Principles of TBLT
Objectives of TBLT
Types of Teaching and Learning Activities
Research examples
1. Presented as a requirement of TF 503
Teaching and Learning Strategies and Classroom Management
Department of Western Languages
Faculty of Humanities Srinakharinwirot University
3. Introduction
Task-based learning is an alternative
approach to communicate language
teaching because a task involves a
primary focus on meaning, real-world
processes of language use and any of
the four language skills.
Task-Based Instruction (TBI) 3
4. Defining “Task”
“A task is an activity where the target
language is used by the learner for a
communicative purpose (goal) in order to
achieve an outcome”
(Willis, 1996)
Task-Based Instruction (TBI) 4
5. Defining “Task”
“A piece of classroom work that involve learners
in comprehending, manipulating, producing, or
interacting in target language while attention is
focus on meaning rather than form. The task
should also have a sense of completeness, being
able to stand alone as a communicative act in its
own right with a beginning, a middle and an end.”
(Nunan, 2004)
Task-Based Instruction (TBI) 5
6. Defining “Task”
“Tasks are activities that call for primarily
meaning-focused language use.
In contrast, exercises are activities that call
for primarily form-focused language use.
(Ellis, 2003)
Task-Based Instruction (TBI) 6
7. The core task elements have six components.
1 • Goals
2 • Input
3 • Procedures
4 • Teacher role
5 • Student role
6 • Settings
Task-Based Instruction (TBI) 7
8. 1
Goals
Goal type Example
establish and maintain interpersonal relations and
Communicative through this to exchange information, ideas,
opinions, attitudes and feelings and to get things
done
have some understanding of the everyday life
Sociocultural patterns of their contemporary age group in the
target language speech community; this will cover
their life at home, at school and at leisure
to negotiate and plan their work over a certain time
Learning-how-to- span, and learn how to set themselves realistic
learn objectives and how to devise the means to attain
them
to have some understanding of the systematic nature
Language and of language and the way it works
cultural awareness
(Clark, 1987, cited in Nunan, 2004)
Task-Based Instruction (TBI) 8
9. 2
Input
articles from newspapers, magazines and journals
radio and television scripts and documentaries
comic books for entertainment
publicity brochures and posters
short stories, poems and plays
shopping lists
business cards
postcards
picture stories
street map
(Hover, 986, and Morris & Stewart-Dore,1984, cited in Nunan, 2004)
Task-Based Instruction (TBI) 9
10. 3
Procedures
Procedures specify what learners actually do with the
input. According criteria for the task, teachers
consider the authority of learning procedures and
input. Another point of criteria for task selection
involves activation rather than a rehearsal rationale.
Moreover, analyzing procedures should be based on
the focus or skills required to achieve the goal.
(Nunan, 2004)
Task-Based Instruction (TBI) 10
11. 4
Teacher role
5
Student role
Approach Roles
Oral Situational learner listens to teacher and repeats; no
control over content or methods
Audiolingual learner has little control; reacts to
teacher direction; passive, reactive role
Communicative learner has an active, negotiative role;
should contribute as well as receive
Total Physical learner is a listener and performer; little
Response influence over content and none over
methodology
Task-Based Instruction (TBI) 11
12. 4
Teacher role
5
Student role (cont.)
Approach Roles
The Silent Way learners learn through systematic analysis; must
become independent and autonomous
Community learners are members of a social group or
community; move from dependence to
Language Learning autonomy as learning progresses
The Natural learners play an active role and have a relatively
high degree of control over content language
Approach production
Suggestopedia learners are passive, have little control
over content or methods
(Richards & Rodgers,1986, cited in Nunan, 2004)
Task-Based Instruction (TBI) 12
15. Six Task Types by Willis
Listing
Ordering & Sorting
Comparing
Problem solving
Sharing personal experiences
Projects and creative tasks
Task-Based Instruction (TBI) 15
16. Six Task Types by Jost
Type of Task Examples Details
Brainstorming, fact A party list, memory challenge,
Listing finding qualities for a job
Ordering and Sequencing, ranking Jigsaw activities, best way to
sorting do something
Finding similarities, Listening to TV programs,
Comparing finding differences spotting differences between
pictures
Giving advice, Responding to an advice
Problem solving planning column, planning a dinner
Finding something Learning about the
Discovery new Pyramids
Debating how to How best to save the earth
Debating protect something
Task-Based Instruction (TBI) 16
17. Seven Task Types by Pattison
Questions and answers
Dialogues and role plays
Matching activities
Communication strategies
Pictures and picture stories
Puzzles and problems
Discussions and decisions
Task-Based Instruction (TBI) 17
18. Seven Task Types by Pattison
Questions and answers
Dialogues and role plays
Matching activities
Communication strategies
Pictures and picture stories
Puzzles and problems
Discussions and decisions
Task-Based Instruction (TBI) 18
19. Examples for Task Types
Listing & Discussion (Nunan, 2000, cited in Nunan, 2004)
Task-Based Instruction (TBI) 19
22. Examples for Task Types (cont.)
Matching activity (Nunan, 2001, cited in Nunan, 2004)
Task-Based Instruction (TBI) 22
23. Examples for Task Types (cont.)
Student 1 looks at the picture on
this page, and Student 2 looks at
the picture on page 96. Ask and
answer questions to find the
differences between the pictures.
Use the questions in the box.
Comparing
(Nunan, 2003, cited in Nunan, 2004)
Task-Based Instruction (TBI) 23
24. Examples for Task Types (cont.)
Communicative activity (Nunan, 1995, cited in Nunan, 2004)
Task-Based Instruction (TBI) 24
26. Examples for Task Types (cont.)
Role Play (Richards et al., 1997, cited in Nunan, 2004)
Task-Based Instruction (TBI) 26
27. The Framework of TBI
PRE-TASK
Introduction to topic and task
TASK CYCLE
Task, Planning, Report
LANGUAGE FOCUS
Analysis, Practice
Task-Based Instruction (TBI) 27
28. 1 Pre-task
The teacher
- introduces and defines the topic
- uses activities to help students recall/
learn useful words and phrases
- ensure students understand task instructions
- may play a recording of others doing the same
or a similar task
The students
- note down useful words and phrases from the pre-task
activities and/ or the recording
- may spend a few minutes preparing for the task individually
Task-Based Instruction (TBI) 28
29. 2 Task cycle
Task Planning Report
Students do the Students prepare Some groups
task, in pairs or to report to the present their
small groups. whole class (orally reports to the
Teacher monitors or in writing) how class, or
from a distance. they did the exchange written
task, what they reports, and
decided or compare results.
discovered.
Task-Based Instruction (TBI) 29
30. 3 Language Focus .
Analysis Practice
Students examine and Teacher conducts
discuss specific features practice of new words,
of the text or transcript phrases and pattern
of the recording occurring in the data,
either during or after the
analysis.
Task-Based Instruction (TBI) 30
31. Comparing TBI and 3Ps
TBI Task-Based Instruction
Versus
PPP Presentation-Practice-
Production
Task-Based Instruction (TBI) 31
32. TBI TBI
Pre-task
Exposure Introduction to topic and task Instruction
Task cycle
Exposure Task Use (spontaneous)
Exposure Planning Instruction (as needed)
Exposure (planned) Report Use (planned)
Exposure Students hear task recording or read text
Language focus Instruction
Exposure Analysis and practice: Use (restricted)
Exposure Review and repeat task Use (spontaneous)
PPP PPP
Presentation
Exposure (restricted) of single ‘new’ item Instruction
Practice
Exposure (restricted) of new item: Instruction
Use (restricted)
drills, exercises, dialogue practice
Production
Exposure Activity, role play or task to Use (free or partly
encourage ‘free’ use of language restricted)
Task-Based Instruction (TBI) 32
33. Advantages
1. TBL is applicable and suitable for students of all ages and
background.
2. Students will have a much more varied exposure to language
with TBL.
3. Students are free to use whatever vocabulary and grammar
they know, rather than just the task language of the lesson.
4. Allows meaningful communication.
5. Students will be exposed to a whole range of lexical phrases,
collocations and patterns as well as language forms.
6. Encourages students to be more ambitious in the language.
Task-Based Instruction (TBI) 33
34. Disadvantages
1. TBI requires a high level of creativity and initiative on
the part of the task.
2. TBI requires resources beyond the textbooks and
related materials usually found in language
classrooms.
3. TBI is not teacher-centered and it requires individual
and group responsibility and commit mention the
part of students.
4. There is a risk for learners to achieve fluency at the
expense of accuracy.
Task-Based Instruction (TBI) 34
35. Conclusion
1. Task-based teaching offers the opportunity for
‘natural’ learning inside the classroom.
2. It encourages child-centered learning.
3. It helps learners develop individual
differences and support learning autonomy.
4. It helps learners use language in a
communicative process through authentic
experience while engaging the target
language.
Task-Based Instruction (TBI) 35
36. References
Ellis, R. (2003). Task-based language learning and teaching.
Oxford: Oxford University Press.
Harmer, J. (1998). How to teach English: An introduction to the
practice of English teaching. Essex : Addison Wesley
Longman Limited.
Nunan, D. (2004). Task-based language teaching.
Cambridge: Cambridge University Press.
Jost, N. (2003). Issues in Task-based Language Instruction.
JALT Conference Proceedings. Tokyo : Association for
Language Teaching.
Willis, J. (1996). A framework for task-based learning.
Essex : Addison Wesley Longman Limited.