Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Task-Based Language Teaching (TBLT)

Ayfer Özşen 1870443 Gökçe Özer 187 Özlem Önal 1870328
by

Özlem Önal

on 4 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Task-Based Language Teaching (TBLT)

Task-Based Language Teaching (TBLT) Ayfer Özşen 1870443
Gökçe Özer 1870393
Özlem Önal 1870328 10% of what they read.
20% of what they hear.
30% of what they see.
50% of what they both see and hear.
70% of what they say.
90% of what they simultaneously say and do. People generally remember: Emphasize learning through communication in target language.
Enhance the learner’s experiences as important in the class.
Link the language used in the classroom and outside.
Give opportunity to learner for focusing on both language and learning process. Objectives It is process-oriented rather than being product-oriented.
Activities and tasks that emphasize communication are basic components.
Learners learn the target language while interacting.
Activities and tasks are sequenced according to their difficulty.
Activities and tasks are divided into two: real world tasks and classroom tasks. Key assumptions of task-based instruction: Functions of Team Performance Orientation functions
Organizational functions
Adaptation functions
Motivational functions Organization of the Tasks Pre-task
Task cycle
Language focus Approach Theory of Language Language is primarily used to make meaning
Multiple models
Lexical units are central in language use and learning
Conversation is the focus of language and basic of language acquisition
Theory of Learning Tasks provide input and output for language acquisition.
Tasks and achievements are motivational.
Learning difficulty can be negotiated and improved by particular pedagogical purposes Content : 1) Background
2) Key Features & Approach
3) Design
4) Advantages & Disadvantages
5) References Background Task-Based Language Teaching (TBLT) is an approach that uses tasks as the core in language teaching. It is considered as a logical development of Communicative Language Teaching. Key Features and Approach What is a Task? An activity or action which is carried out as a result of processing or understanding language. Types of Tasks Jigsaw tasks
Information-gap tasks
Problem-solving tasks
Decision-making tasks
Opinion exchange
Characteristics of Task-Based Instruction instructed language learning should primarily involve natural or naturalistic language use
activities are concerned with meaning rather than language
instruction should favor learner-centeredness
involvement is necessary
communicative tasks are appropriate
TEACHER AND LEARNER ROLES Teacher Roles Selector and sequencer of tasks
Preparing learners for tasks
Consciousness-raising Learner Roles Group Participant
Monitor
Risk-taker and innovator ADVANTAGES and DISADVANTAGES Advantages provides the learner with an active role in participating and creating the activities
offers more opportunities for the students to display their thinking through their actions
provides a shared focus for which students can work together
different views on the same situation and develop meaningful discussion on the matter Disadvantages it depends on tasks as a primary source of pedagogical input in teaching and lacks of a systematic grammatical
it is significantly less effective for the systematic teaching of new language
it cannot simulate all of the factors that define actual language use situations
time is limited and out-of-class exposure is unavailable
REFERENCES Richards, J. & Rodgers T. (2001). Approaches and Methods in Language Teaching. USA: Cambridge University Press
Richards, J. & Renandya W. (2002). Methodology in Language Teaching. USA: Cambridge University Press Hall, G. (2011). Exploring English Language Teaching. USA: Routledge http://eltj.oxfordjournals.org/content/53/1/69.full.pdf http://www.teachingenglish.org.uk/articles/a-task-based-approach
Full transcript