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Task-Based Learning Method

Task-based learning is an instruction method that uses authentic language tasks to help students develop implicit language skills. The teacher acts as a mediator to guide students' language development and implements task-based learning as an educational innovation. Students are active agents who develop language skills through task performance. Errors are addressed through peer correction and teacher guidance rather than direct correction. A task-based lesson consists of a pre-task introduction, task cycle of task completion and planning, and a language focus on forms that emerged from task performance.

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57 views2 pages

Task-Based Learning Method

Task-based learning is an instruction method that uses authentic language tasks to help students develop implicit language skills. The teacher acts as a mediator to guide students' language development and implements task-based learning as an educational innovation. Students are active agents who develop language skills through task performance. Errors are addressed through peer correction and teacher guidance rather than direct correction. A task-based lesson consists of a pre-task introduction, task cycle of task completion and planning, and a language focus on forms that emerged from task performance.

Uploaded by

Dương Thùy
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Task-based Is a type of instruction that relies on the use of authentic target

Learning language to do meaningful tasks.


Method
Teacher’s To help develop implicit knowledge of the language that will enable
goal them to participate easily and naturally in communication
Role of the role of the teacher in TBLT is approached from three
teachers perspectives:
(a) the teacher as mediator of the students’ language development,
contributing to the effectiveness of TBLT as a pedagogical
approach to second language education.
(b) the teacher as a key figure in the implementation of TBLT, and
thus as a change agent in the innovation of second language
education.
(c) the teacher as researcher, and thus as an active contributor to the
development and further refinement of TBLT as a researched
pedagogy.
Role of the central role of the learner tends to be highlighted: Learners are
students typically described as active agents who, through the performance
of tasks, develop implicit and explicit second language knowledge
and gradually become more proficient in comprehending and
producing the target language for meaningful purposes.
Teacher’s Error-correction: Teacher-based error-correction can be harmful to
response to motivation and self-confidence, and ineffective for the whole class
student’s of students. If students are problem-solving in groups, however,
error errors in communication become evident to the whole group (peer-
correction), and the teacher (functioning as a language resource) can
be asked to supply the necessary language, giving “the right
information to the right people at the right time.”
Language Task-based language teaching (TBLT), also known as task-based
focus instruction (TBI), focuses on the use of authentic language to
complete meaningful tasks in the target language.
The language focus provides opportunities for students to analyze
and practice specific linguistic features arising from task.
Teaching- A lesson planned within this framework consists of three phases:
learning pre-task, task cycle and language focus.
process
Pre-task: The pre-task phase introduces the class to the topic and the
task, activating topic-related words and phrases.
Task cycle: Task -> planning -> report. In the task cycle the teacher
sets up a communication task which learners are encouraged to do
using the language means they already have at their disposal and
then to improve that language, under teacher guidance, while
planning their reports of the task. Feedback from the teacher comes
when learners need it most to fulfill the task.
Language focus and feedback with more practice: The last phase in
the framework is language focus. During this phase students have a
closer look at the language structures which have naturally turned
up during the task cycle. By this phase they have already grasped
the meaning of the new language and they need to focus on form.
All kinds of practice activities, including different drills, are done at
this stage.
Some typical When using task-based learning, teachers ask their students to
techniques perform tasks that resemble authentic, “real-life” situations. This
approach particularly challenges students who are used to a more
traditional classroom, say, focusing on analyzing, practicing, and
memorizing a few irregular verbs.

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