Task Based Language Learning And Teaching Rod Ellis 2003 Pdf Download Free
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. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence.
As such TBLT can be considered a branch of (CLT). TBLT was popularized by while working in. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions.
Task-based language teaching (TBLT) has attracted increasing attention from. And Widdowson (2003), who has argued that the criteria for defining tasks. Focusing learners attention on form while they are communicating). TASK-BASED LANGUAGE LEARNING AND TEACHING. Oxford: Oxford University Press, 2003. $24.95 paper. This book is part of the Oxford University Press series in.
Major scholars who have done research in this area include, Martin East. Contents • • • • • • • • • • • • • Background [ ] Task-based language learning has its origins in, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to task-based syllabus 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, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication per se. Definition of a task [ ] According to, a task has four main characteristics: • A task involves a primary focus on (pragmatic) meaning. • A task has some kind of ‘gap’ (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap).
• The participants choose the linguistic resources needed to complete the task. • A task has a clearly defined, non-linguistic outcome.
In practice [ ] The core of the lesson or project is, as the name suggests, the task. Teachers and curriculum developers should bear in mind that any attention to form, i.e., grammar or vocabulary, increases the likelihood that learners may be distracted from the task itself and become preoccupied with detecting and correcting errors and/or looking up language in dictionaries and grammar references.
Although there may be several effective frameworks for creating a task-based learning lesson, here is a basic outline: Pre-task [ ] In the pre-task, the teacher will present what will be expected from the students in the task phase. Additionally, in the 'weak' form of TBLT, the teacher may prime the students with key vocabulary or grammatical constructs, although this can mean that the activity is, in effect, more similar to the more traditional present-practice-produce (PPP) paradigm. In 'strong' task-based learning lessons, learners are responsible for selecting the appropriate language for any given context themselves.
The instructors may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task. Task [ ] During the task phase, the students perform the task, typically in small groups, although this depends on the type of activity. Unless the teacher plays a particular role in the task, the teacher's role is typically limited to one of an observer or counselor—thereby making it a more student-centered methodology.
Audio driver soundmax. [ ] Review [ ] If learners have created tangible linguistic products, e.g. Text, montage, presentation, audio or video recording, learners can each other's work and offer constructive feedback. If a task is set to extend over longer periods of time, e.g. Weeks, and includes iterative cycles of constructive activity followed by review, TBLL can be seen as analogous to. Types of task [ ] According to N. Prabhu, there are three main categories of task: information-gap, reasoning-gap, and opinion-gap.
Information-gap activity, which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer. Reasoning-gap activity, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher's timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints.
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