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Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
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Overview of TBLT including advantages, disadvantages, and criticism.
Covers backbone of TBLT: background, what defines a task, objectives, and historical context.
Focuses on theories of language use, learning, and the principles that guide TBLT practices.
Discusses task selection based on learners' needs and differences between real-world and pedagogic tasks.
Explores learner and teacher roles in TBLT, emphasizing collaborative and independent learning.
Summarizes advantages, such as adaptability and effectiveness, alongside criticisms and challenges.
Lists sources and individuals involved in the presentation about TBLT.
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Similar to Task based instruction
Task based instruction
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- 2. -Procedure -Conclusion Advantages of TBLT Disadvantagesof TBLT Criticism Conclusion
- 3. OUTLINE - Background Information -Approach Theory of Language Theory of Learning Principles
- 4. Background ; What istask? Task: a piece of work to be done, esp. one done regularly, unwillingly, or with difficulty. (Cambridge Dictionary)
- 6. An activity whichrequired learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a task. (Prabhu, 1987:24)
- 7. -What is taskbased language teaching? 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.
- 9. -Historical background first appearedin the vocational training practices of the 1950s. popularized by N. Prabhu in Bangalore, Southern India.
- 10. Task analysis initiallyfocused on solo psychomotor tasks for which little communication or collaboration was involved.
- 11. -Why do weuse tasks? They create contexts that facilitate second language acquisition. Students learn by interacting. A task-based instruction enables teachers to see if students are developing the ability to communicate in an L2, rather than product. Tasks can be easily related to students‟ real life language needs.
- 12. Examples; Preparing a meal Solvinga problem Designing a brochure Compiling qualities of a friend
- 14. Approach; Theory of Language Languageis a primarily a means of making meaning. Multiple models of language inform TBLT. Lexical units are central in language use and language learning. “Conversation” is the central focus of language and the keystone of language acquisition.
- 15. Theory of Learning Tasksprovide both the input and output processing necessary for language acquisition. Task activity and achievement are motivational. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.
- 16. Principles Making errors isnatural and is considered as a part of the process in acquiring the target language. Learning tasks facilitating learners to engage in interactions are essential. Learners need to be encouraged to produce the target language.
- 17. Teachers ensure thatactivities are interconnected and organized with clearly specified objectives and promote the desire to learn. Teaching and learning processes should foster motivation and minimize learner anxiety. The choice of tasks and content should be based on learner‟s age.
- 18. -DESIGN *goals in TBLTare ideally to be determined by the specific needs of particular learners. “Selection of tasks should be based on a careful analysis of the real-world needs of learners.” (Crookes 1993).
- 19. Syllabus: TBL is moreconcern with the process of learning rather than with specific content and skills that might be acquired through the use of this process.
- 20. D. Nunan (1989)suggests that a syllabus might specify two types of tasks: I. Real-world tasks designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important and useful in the real world. II. Pedagogic tasks, which have a psycholinguistic basis but do not necessarily, reflect real-world tasks.
- 21. Types of Learningand Teaching Activities:
- 25. Learner Roles: Group Participant:Many tasks will be done in pairs or in small groups. Monitor: students have the opportunity to notice how language is used in communication.
- 27. Risk Taker andInnovator: Many tasks will require learners to create and interpret messages for which they lack full linguistic resources and prior experience. The skills of guessing from linguistic and contextual clues, asking for clarification and consulting with other learners may also need to be developed.
- 28. Teacher Roles: Selector andSequencer of Tasks: a central role of the teacher is in selecting, adapting and/or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner needs, interests and language skill level.
- 29. Prepare Learners forTasks: activities might include topic introduction, clarifying task instructions, recall students useful words and phrases to facilitate task accomplishment and providing partial demonstration of task procedures.
- 30. The Role ofInstructional Materials: Some of them may require considerable time ingenuity, and resources to develop. Materials that can be exploited for instruction in TBLT are limited only by the imagination of the task designer. Realia: the use of authentic tasks supported by authentic materials wherever possible.
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- 32. Conclusion; Advantages of TBLT applicable and suitable for students of all ages and backgrounds. the strongest instruction of Communicative Language Teaching. effective because it uses all the skills. Students are free to use whatever vocabulary and grammar they know, rather than just the target language of the lesson.
- 33. helps students payclose attention to the relationship between form and meaning. Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. encourages students to be more ambitious in the language.
- 34. Disadvantages of TBLT requiresa high level of creativity and initiative on the part of the task. requires resources beyond the textbooks and related materials usually found in language classrooms. It is not teacher-centered and it requires individual and group responsibility. There is a risk for learners to achieve fluency at the expense of accuracy. The role of instruction is variable and unclear, grading is difficult, and they do not fit well with an exam context.
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- 36. Swan states thatit is flexible and not a continuous method. lack of a systematic grammatical or the type of syllabus that characterizes current version of TBLT. significantly less effective for systematic teaching of new language. The elicited performances may depend on abilities or knowledge rather than language itself.
- 37. Conclusion Task-based teaching offersthe opportunity for „natural‟ learning inside the classroom. encourages child-centered learning. helps learners develop individual differences and support learning autonomy. helps learners use language in a communicative process through authentic experience while engaging the target language.
- 39. http://www.slideshare.net/hulyagulek1993/taskbased-language-teaching-tblt http://www.slideshare.net/NickoroEN48/tbi-complete2 http://tr.scribd.com/doc/19445226/Task-BasedLanguage-Teaching Richards, J. C.& Rodgers, T. S. (2001) Approaches Methods in Language Teaching (Second Edition) Cambridge: Cambridge University Press Diane Larsen-Freeman, (2000) Techniques and Principles in Language Teaching (Second Edition) Oxford: Oxford University Press
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