TASK BASED LANGUAGE LEARNING

Background of TBLTTasks are the core of the language learning and teaching

process(Willis 1996)Communicative activities are essentialThe use of meaningful task and language which promote

learning.Process more important that productSocial interaction throught engaging tasks.

TASKS

REAL LIFE ACTIVITIES

PEDAGOGICAL ACTIVITIES

What tasks are…Tasks are activities which have meaning as their primary focus. success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real life use.( Skehan 1996b:20)

What tasks are…A communicative task is a piece of

classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.(Nunan 1998: 10)

THEORY OF LANGUAGEMeaning is primary(skehan 1998: 98)

LEXICAL UNITS ARE ESSENTIAL

RECEPTION

PRODUCTION

I DONT KNOW BUT.I SAW HIM PISSING. THAT WAS AMAZING

IS THAT TRUE THAT OMAR IS CALLED THE

ANACONDA???

THEORY OF LEARNINGTASKS PR0VIDE INPUT AND OUTPUT

PROMOTE MOTIVATION

IM SO MOTIVATED BECAUSE OF THE TEACHER

Goals in TBLT are ideally to be determined by the specific needs of particular learners.

DESIGN

Objectives

DESIGN

The syllabusConventional Syllabus

TBLT Syllabus

Language structures

Functions

Topics and themes

Macro skills

Competencies

Text types

Vocabulary targets

Real-world tasks: (telephone)

Pedagogical tasks: (Gap information)

DESIGN

Types of Learning and Teaching Activities

Descriptions:

“A language learning task can be regarded as a springboard for learning work. It is a structured plan for the provision of opportunities for the refinement of knowledge and capabilities entailed in a new language and its use during communication”. (Breen, 1987, p.26)

Prabhu said that a task is “an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process” (Prabhu, 1987, p. 17)

Crookes defines a task as “a piece of work or an activity, usually with a specified objective, undertaken as a part of an educational course, at work, or used to elicit data for research” (Crookes, 1986, p. 1)

Willis labels her tasks examples as follows:

1. Listing2. Ordering and sorting 3. Comparing4. Problem solving5. Sharing personal experiences6. Creative tasks

Pica, Kanagy, and Falodun (1993)

1. Jigsaw Tasks2. Information – gap tasks3. Problem – solving tasks4. Decision- making tasks 5. Opinion exchange tasks

Selector and sequencer of tasksPreparing learning for taskConsciouness-raising

The role of instructional materials Pedagogical materialsRealia

ProcedureBasic social survival transactionsFace to face informal conversationsTelephone conversationsInterview on the campusServices encounters

Role - play

Pretask activities Task activities

Posttask activities

Language focus

Analysis

Practice

References Jack C Richards and Theodore S. Rodgers.

Approaches and Methods in Language Teaching second edition. Cambridge university press.

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