Date post: | 15-Jul-2015 |
Category: |
Education |
Upload: | marco-lokoy-bnfm |
View: | 160 times |
Download: | 4 times |
TBLL was popularized by N.
Prabhu while working in
Bangalore, India
BackgroundTask-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to task-based syllabi in an attempt to make language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct connection to real-life situations. Others, like Prabhu in the Bangalore Project, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication.
A pedagogical task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. -David Nunan.
TASK-BASED LANGUAGE LEARNING (TBLL), ALSO
KNOWN AS TASK-BASED LANGUAGE TEACHING (TBLT)
OR TASK-BASED INSTRUCTION (TBI)
focuses on the use of authentic
language and on asking students to
do meaningful tasks using the target
language.
This method encourages meaningful
communication and is student-
centered.
This makes TBLL especially popular for
developing target language fluency and
student confidence. As such TBLL can be
considered a branch of Communicative
Language Teaching (CLT).
PRINCIPLES
Making errors is natural and is considered
as a part of the process in acquiring the
target language.
Learners need to be encourage to
produce the target language.
Teacher ensure that activities are
interconnected and organized with clearly
specified objectives and promote the
desire to learn.
The choice of tasks and content should
based on learners age.
Pre-Task
In the pre-task, the teacher will
present what will be expected of the
students in the task phase.
TASK CYCLE
TASK
Students do the task, in pairs or
small groups. Teacher monitors
from a distance.
PLANNING Students prepare to report to the whole class
( orally Task Cycle or in writing) how they did
the task, what they decided or discovered.
REPORT
Some groups present their reports
to the class, or exchange written
reports and compare results.
LANGUAGE FOCUS
ANALYSIS
Students examine and discuss specific
features of the text or transcript of the
recording.
PRACTICE
Teacher conducts practice or new
words, phrases and Focus patterns
occurring in the data, either during or
after the analysis.
TBLT requires a high level of creativity and initiative on the part .
There is a risk for learners to achieve fluency at the expense of accuracy.
Task-based learning requires resources beyond the textbooks and related materials usually found in language classrooms.
Decide what tasks to work on. Decide when to try new tasks.
Correct and keep feedback.
Help student monitor.
Cooperate, listen and respond to student needs.
Work individually or with the groups equally.
Gathered and organize information.
Present results to the other students and/or instructor.
Risk-taker and innovator.
THE APPROACH OF
THE TASK-BASED
LEARNING
THEORY OF LANGUAGE
Language is primarily a
means of making meaning.
Multiple models of language
inform task-based learning.
Lexical units are central in
language use and language
learning
“Conversation” is the central
focus of language and the
keystone of language
acquisition
THEORY OF LEARNING
Tasks provide both the input
and the output processing
necessary for language
acquisition.
Task activity and achievement
are motivational.
Learning difficulty can be
negotiated and fine-tuned for
particular pedagogical
purposes.