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Task-Based Language Teaching

This document discusses the CEFR (Common European Reference Framework for Languages) and task-based language learning. It provides examples of tasks such as listing famous people from the 20th century and comparing lists with another group. A key point is that task-based teaching focuses on meaningful language use to accomplish real-world goals, rather than isolated practice of grammatical structures. Activities become tasks when they engage learners' interest, focus on meaning over form, and relate to authentic activities with a real-world outcome or goal.

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shonawhyte
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196 views

Task-Based Language Teaching

This document discusses the CEFR (Common European Reference Framework for Languages) and task-based language learning. It provides examples of tasks such as listing famous people from the 20th century and comparing lists with another group. A key point is that task-based teaching focuses on meaningful language use to accomplish real-world goals, rather than isolated practice of grammatical structures. Activities become tasks when they engage learners' interest, focus on meaning over form, and relate to authentic activities with a real-world outcome or goal.

Uploaded by

shonawhyte
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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The CEFR and taskbased learning

Shona Whyte MEEF 1 November 2013

The CEFR (le Cadre)


Common European Reference Framework for Languages (CECRL) www.coe.int/t/dg4/linguistic/cadre_en.asp http://www.coe.int/T/DG4/Linguistic/Source/Framewo rk_FR.pdf

Programmes
Ecole-collge : http://eduscol.education.fr/pid23391/programmesecole-college.html Lyce : http://eduscol.education.fr/pid24316/programmesseconde-generale-technologique.html

Apprentissage par la tche


task-based language learning
text > task

Text/task as pretext for


vocabulary acquisition (lexis) language analysis (grammar) pronunciation exercises (phonology)

cultural input (pragmatics, literature/civilisation)

TBLT
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.
Jane Willis http://www.teachingenglish.org.uk/think/articles/criteri a-identifying-tasks-tbl

An example

Listing and/or brainstorming In pairs, agree on a list of four or five people who were famous in the 20th century and give at least one reason for including each person

An example
Ordering and sorting In pairs, look at your list of famous people. Which people are most likely to remain popular and become 20th century icons? Rank them from most popular to least popular, and be prepared to justify your order to another pair.

An example
Comparing: finding similarities and differences Compare your list of possible 20th century icons with another pairs list. Did you have any people in common? Tell each other why you chose them. How many reasons did you both think of? Finally, combine your two lists, but keep it to five people.

Pre-task activities Task - Planning - Report cycle Post-task activities

When is an activity not a task?


Task-based teaching is about creating opportunities for meaningfocused language use

Not just
speaking to practise a new structure e.g. doing a drill or enacting a dialogue or asking and answering questions using the new' patterns or writing to display their control of certain language items

Form-focused activites
These are primarily form-focused activities, designed to practise language items that have been presented earlier.
There is a place for form-focused activities in taskbased learning (TBL), but activities such as these are not tasks.

So what makes a task a task? Think of some language class activities. Divide them into tasks and form-focused activities. What makes tasks different?

Will the activity engage learners' interest? Is there a primary focus on meaning? Is there a goal or an outcome? Is success judged in terms of outcome?

Is completion a priority?
Does the activity relate to real world activities?

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