Universidad Pedagógica Experimental libertador Instituto Pedagógico de caracas Departamento de Idiomas Modernos Programa Inglés Cátedra de Lingüística Didáctica del inglés como Lengua Extranjera Task Based approach Arianny Rodríguez Anayibe Sánchez Evelyn Ricci Caracas, Abril 2014
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Universidad Pedagógica Experimental libertador
Instituto Pedagógico de caracas
Departamento de Idiomas Modernos
Programa Inglés
Cátedra de Lingüística
Didáctica del inglés como Lengua Extranjera
Task Based approach
Arianny Rodríguez
Anayibe Sánchez
Evelyn Ricci
Caracas, Abril 2014
Some
questions:
What is
a task?
What is
TBLT?
(Backgroun
d)
What are the key assumptions?
Theory of
Language
Theory
of learning
What are
the
Student
and
Teacher
roles ?
Procedure
What are
some
example of
task that
can be used
in classroom?
Skehan (1996):
“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 language use. So task-based instruction takes a fairly strong view of communicative language teaching.”
WHAT IS A TASK?
WHAT IS A TASK?Nunan (1989) describes the communicative tasks “ as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is primarily focused on meaning rather than form. The task should also have sense of completeness, being able to stand alone as a communicative act in its own right”
WHAT IS TBLT?
• It refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
• It is presented as a logical development of Communicative Language Teaching.
It was presented as a logical development of Communicative language teaching by Jane Willis and other proponents.
two early applications of Task based approach within a communicative framework for language teaching were the Malaysian Communicational Syllabus (1975) and the Bangalore project.
BACKGROUND
Beretta and Davies (1985)
Prabhu (1987)
KEY ASSUMPTIONS
The focus is on the process rather than the product.
Basic elements are porposeful activities and tasks that
emphasizes communication and meaning.
Learners learn language by interacting communicatively and
purposefully while engaged in activities and tasks.
Activities and tasks can be either:
A. Those that learnes might need to achieve in real life;
B. Those that have a pedagogical porpuse specific to the
classroom.
Activities and task of a task-based syllabus are sequenced
according to difficulty.
Theory of language
1. Language is primarily a means of making meaning.
2. Multiple models of language inform task based instruction
Theory of language
3. Lexical units are central in language use and language learning.4. “Conversation” is the central focus of language and the keystone of language acquisition.
Theory of Learning
1. Tasks provide both the input and output processing necessary for language acquisition.
2. Task activity and achievement are motivational.
3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purpose.
Role of the Teacher
Cooperate, Listen and
respond to St needs.
Decide what tasks to work
on.
Decide when to try a new
task.
Correct and keep feedback
(analysis).
Help student monitor each
other.
Role of the Student
Work individually or
with the groups
equally .
Gather and organize
information (report).
Present results to
others students and/or
Instructor.
Risk-taker and
innovator.
Pre task :
Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare.
ProcedureWillis 1996 recommends the following sequences of activities:
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 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.
Procedure
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 patterns
occurring in the data, either during or
after the analysis.
Procedure
References
Nunan, D. (2004) Task-based Language Teaching. Cambridge University Press, 2004
Skehan, Peter. A Framework for the Implementation of Task-Based Instruction
Richards, Jack C. - Rodgers, Theodore S. (2001), Approaches and Methods in Language Teaching, Cambridge University Press.