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Transcript of Task-based syllabus
What is task-based language teaching (TBLT)?
Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centered.
Since the mid of 1980s, the task–based approach becomes the study focus. (Nunan 2004)
Shavelson & Stern
Criteria for grading tasks
Grammatical complexity, length of a text, amount of vocabulary, speed of spoken texts, explicitness of the information, discourse structure, its clarity and the genre of the text.
Psycolinguistic variables (cognitive processes)
Cognitive complexity, reasoning needed and abstractness.
(Ahmadi, Nazari, 2014)
-Aim at communicative competences
-Language systems are developed while performing the tasks
-Has a richer potential for promoting second language learning
-Balance suitability tend o be ambiguous
-It is difficult too difficult to cover all aspects of a language
-How to combine grammatical items with the communicative skills.
-Number of students per classroom
-Teacher's level of the language
-Lack of interest on the communicative focus
Real World Task
A piece of work undertaken for oneself or for others, freely or for some reward. (Long 1985)
A task is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language which their attention is particularly focuses on meaning rather than form . (Nunan 1989)
- Students are encouraged to use language creatively and spontaneously through tasks and problem solving
- Students focus on a relationship that is comparable to real world activities
- The conveyance of some sort of meaning is central to this method
- Assessment is primarily based on task outcome
- TBLT is student-centered
Providing opportunities for learners to experiment language through learning activities designed to be functional and for meaningful purposes.
The role of task-based language learning is to stimulate a natural desire in learners to improve their language competence by challenging them to complete meaningful tasks.
Our self-concept as foreign language changes, because much more than in the past, we are now called upon to redefine our roles as educators, since we need to mediate between the world of the classroom and the world of natural language acquisition.
(Legutke 2000: 1)
Broady (2006) notes that TBLT may not provide sufficient "Interaction Opportunities." Bruton (2005) identifies other concerns:
-Not all students are or will be motivated by TBLT
-Some students need more guidance and will not or cannot `notice´ language forms (grammar) or other elements of accuracy
-Students typically translate and use a lot of their L1 rather than the target language in completing the tasks.
Nunan, David. 2004. Task-based Language Teaching. Cambridge University Press.
Nunan, D. 1988. The Learner-Centred Curriculum. Cambridge University Press.
Markee, Numa. 1997. Managing Curricular Innovation. Cambridge University Press.