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    Eng. 414 Presentation, Task-Based Language Teaching (TBLT)

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    Ruthcie Mae D. Late
    Task-based language teaching (TBLT) focuses on using tasks to teach language in a way that replicates real-world experiences. Students work together to complete meaningful tasks using the target language rather than focusing on its structure. There are three primary types of tasks: information gap tasks which involve exchanging information between students, reasoning gap tasks which require conveying meaning from given information, and opinion gap tasks which have students share opinions or feelings on a topic. The goal of TBLT is for students to use language pragmatically to complete tasks rather than practicing language elements in isolation.

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    Eng. 414 Presentation, Task-Based Language Teaching (TBLT)

    Uploaded by

    Ruthcie Mae D. Late
    16 views10 pages
    Task-based language teaching (TBLT) focuses on using tasks to teach language in a way that replicates real-world experiences. Students work together to complete meaningful tasks using the target language rather than focusing on its structure. There are three primary types of tasks: information gap tasks which involve exchanging information between students, reasoning gap tasks which require conveying meaning from given information, and opinion gap tasks which have students share opinions or feelings on a topic. The goal of TBLT is for students to use language pragmatically to complete tasks rather than practicing language elements in isolation.

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    Task-based language teaching (TBLT) focuses on using tasks to teach language in a way that replicates real-world experiences. Students work together to complete meaningful tasks using the target language rather than focusing on its structure. There are three primary types of tasks: information gap tasks which involve exchanging information between students, reasoning gap tasks which require conveying meaning from given information, and opinion gap tasks which have students share opinions or feelings on a topic. The goal of TBLT is for students to use language pragmatically to complete tasks rather than practicing language elements in isolation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    16 views10 pages

    Eng. 414 Presentation, Task-Based Language Teaching (TBLT)

    Uploaded by

    Ruthcie Mae D. Late
    Task-based language teaching (TBLT) focuses on using tasks to teach language in a way that replicates real-world experiences. Students work together to complete meaningful tasks using the target language rather than focusing on its structure. There are three primary types of tasks: information gap tasks which involve exchanging information between students, reasoning gap tasks which require conveying meaning from given information, and opinion gap tasks which have students share opinions or feelings on a topic. The goal of TBLT is for students to use language pragmatically to complete tasks rather than practicing language elements in isolation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    TASK-BASED

    LANGUAGE
    TEACHING (TBLT)
    By: Ruthcie Mae D. Late, LPT
    WHAT IS TASK-BASED LANGUAGE
    TEACHING (TBLT) METHOD?
     According to Richards and Rogers, Task-Based Language Learning strategy focuses
    on communication through task completion. Students get engaged with a task they are
    truly interested in, and they aim to carry it out only using the target language and its
    taught elements. In other words, in the topic of recycling for instance, that is being
    taught for a couple of weeks, students are engaged in various tasks that could
    eventually lead to a presentation project, using the authentic language learned and the
    necessary tools, such as the internet. The key to this language teaching and learning
    methodology is not the correct and strict use of the language taught but the
    emphasis is given to the task’s outcome and to the steps followed for its
    culmination.
     This approach moves away
    from grammatical drills,
    worksheets, and activities to
    replicate real-life
    experiences. Students use
    language to tackle real-world
    situations, learn how to ask
    questions, and negotiate
    meaning in how they interact
    with groups.
    THEORETICAL FOUNDATIONS
    THE FOLLOWING ARE SOME OF THE MOST IMPORTANT THEORETICAL PREMISES OF TBL
    ACCORDING TO RICHARDS & RODGERS (2001, P. 227-229).

    Theory of language
     Language is primarily a means of making meaning: TBLT considers meaning as a
    central focal point in language teaching. The approach is concerned with the
    outcome of tasks.
     Multiple models of language inform task-based instruction: Structural, functional
    and interactional models influence TBLT adherents.
     Lexical units are central in language use and language learning: TBLT considers
    vocabulary items to include not only individual words but also phrases, sentence
    frames, collocations and prefabricated routines.
     “Conversation” is the central focus of language and the keystone of language
    acquisition: Learners are required to produce and understand communicative
    messages. That is exchanging information is crucial to language acquisition.
    N.S. Prabhu outlines three primary types
    of tasks: Information gap tasks,
    reasoning gap tasks, and opinion gap
    tasks
    WHAT ARE THE
    TYPES OF
    TASKS WE SEE
    IN TASK-BASED
    LANGUAGE
    TEACHING
    AND
    LEARNING?
    1.Information gap activities:
    as the name implies, this sort of
    TBLT activity allows students to
    exchange information or learn
    things about each other.
    For example, students in pairs
    should ask and answer questions so
    as to learn each other’s weekly
    schedule, aiming to find a common
    pastime such as going to the
    movies.
    2. Reasoning gap activities: during
    this language learning activity,
    students are asked to convey meaning
    from something you have given to
    them. The trick is that sometimes what
    they understood and what they have to
    present to you in the end might be
    different.
    For example, you can ask your
    students to work on a timetable and on
    some variables and solve a problem.
    3. Opinion gap activities: for creative
    students, this language teaching activity
    might be the most preferred, as they are
    asked to share their own opinions or
    feelings about a specific situation.
    For example, you could hand them a
    worksheet with six empty blocks and ask
    them to make a comic using the verbs you
    learned this week, or you could set up a
    debate on a current social topic.
     

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