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English Language Teaching Approach Task-Based Learning: By: Nasihah Binti Ghazali

This document discusses task-based learning (TBL) as an approach to teaching English. It defines tasks as activities that require students to process language to arrive at an outcome. TBL focuses on having students complete meaningful tasks rather than focus on language structures. Some benefits are that tasks provide context for language use, motivate students, and allow teachers to assess communication skills. Examples of tasks provided include buying coffee, making doctor appointments, or problem-solving activities. The document outlines the TBL framework including pre-task, task cycle, and post-task phases with a focus on communication. Benefits include being more student-centered and allowing meaningful practice, while shortcomings could be some students not participating fully or challenges implementing in some classroom

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Siehah Nasihah
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87 views

English Language Teaching Approach Task-Based Learning: By: Nasihah Binti Ghazali

This document discusses task-based learning (TBL) as an approach to teaching English. It defines tasks as activities that require students to process language to arrive at an outcome. TBL focuses on having students complete meaningful tasks rather than focus on language structures. Some benefits are that tasks provide context for language use, motivate students, and allow teachers to assess communication skills. Examples of tasks provided include buying coffee, making doctor appointments, or problem-solving activities. The document outlines the TBL framework including pre-task, task cycle, and post-task phases with a focus on communication. Benefits include being more student-centered and allowing meaningful practice, while shortcomings could be some students not participating fully or challenges implementing in some classroom

Uploaded by

Siehah Nasihah
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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English Language

Teaching Approach
* TASK-BASED LEARNING
BY: NASIHAH BINTI GHAZALI

Introduction

As teachers, we always complain about our


students do not speak in English in classroom.

WHY???

They might be threaten or shy but the fact is, few


of them actually dare.

The Task-Based Learning (TBL) helps students to


have a meaningful experience with the language
and give them context and the result is motivation.

What is task?

A task is any activity that learners


engage in to process of learning a
language.
(Williams and Burden, 1997)

A task is a range of learning activities


from the simple and exercises to more
complex and lengthy activities such as
group problem-solving or simulations
and decision- making.
(Breen, 1987)

An activity which required 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)

TASK-BASED
LEARNING

What?

TBL is a teaching approach which


focuses on the student by asking to do
meaningful activities or task.

These task can be daily routines ;


Eg: - buying a cup of coffee
- going to the doctor
- talking to someone on the phone

Instead of a language structure or


function to be learnt, students are
presented with a task they have to
perform or a problem they have to
solve.
(Harmer, J. 2007)

Why?

Tasks can be easily related to students reallife language needs.


They create contexts that facilitate second
language acquisition.
Tasks create opportunities for focusing on
form.
Students are more likely to develop intrinsic
motivation in a task-based approach.
Will enable teachers to see if the students are
developing the ability to communicate in
second language.

OBJECTIVES :

To give learners confidence in trying


out whatever language they know
To give learners experience of
spontaneous interaction
To give learners the chance to benefit
from noticing how others express
similar meanings
To give learners chances for
negotiating turns to speak

Roles
Roles in
in tasktaskbased
based

Teacher
Teacher roles
roles

selector
selector and
and
sequencer
sequencer of
of
tasks
tasks

Preparing
Preparing
learners
learners for
for
tasks
tasks

Learner
Learner roles
roles

ConsciousnessConsciousnessraising
raising

Monitor
Monitor

Risk-taker
Risk-taker and
and
innovator
innovator

Group
Group
participant
participant

Jigsaw Tasks

Decisionmaking
tasks

Opinion
exchange
tasks

Activitie
s

Informationgap tasks

Problemsolving
tasks

Books

CDs
TV

Internet

Instructional
materials
Radio
Radio
programs

Newspaper

Magazine

Boards/
Worksheet

The framework / procedure

Pretask

Task
cycle

Posttask

Communication is the central point to


the framework.

Strength
It is more student-centred
Allows more meaningful
communication
(because the tasks are likely to be
familiar to the students students are
more likely to be engaged, which may
motivate them of their learning)

Strength

Allows meaningful communication


Students will be exposed to a whole range
of lexical phrases, collocations and
patterns as well as language forms.
Encourage students to be more ambitious
in the language they use.
The psychological dynamics of the group
which work together to complete a task
will have a great influence on the success.

Shortcoming

Students will stay within the narrow


confines of familiar words and forms.
Some students can hide and rely on
others to do bulk of the work and
learning.
Difficulty of implementing task-based
teaching where classes are large and
space limited or inflexible.

Conclusion

The TBL framework may be


recommended to all language teachers
so that they can evaluate this approach
on the basis of their teaching
knowledge and their experience.

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