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Task Based Language Teaching PPTX

its a presentation power point, all about TBLT that needs a communication between two people or teachers and learners

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itsmey879
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41 views18 pages

Task Based Language Teaching PPTX

its a presentation power point, all about TBLT that needs a communication between two people or teachers and learners

Uploaded by

itsmey879
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Task based language

teaching

Presented by:
MELENDREZ , MAYBLE
MERCADO, JAYVEE
ORSUA, WYLENE
Plan:
1. Definition and background
2. Characteristics of TBLT
3. Principles and objectives of TBLT
4. Roles: teacher and learner
5. Advantages of TBLT
6. Disadvantages of TBLT
7. Conclusion
Definition:
Task based language teaching is an approach which
offers students opportunities to actively engage in
communication in order to achieve a goal or
complete a task.
TBLT seeks to develop students’ interlanguage
through providing a task and then using language
to solve it.

TBLT was popularized by Prabhu while working


in Bangalore, India; Prabhu noticed that his
students could learn language just as easily with a
non-linguistic problem as when they were
concentrating on linguistic questions.
Background of TBLT:
Task-based language learning has its origins in
communicative language teaching, and is a
subcategory of it. Educators adopted task-
based language learning for a variety of
reasons. Some moved to task-based syllabus
in an attempt to make language in the
classroom truly communicative, rather than
the pseudo-communication that results from
classroom activities with no direct connection
to real-life situations. Others, like Prabhu in
the Bangalore Project, thought that tasks were
a way of tapping into learners' natural
mechanisms for second-language acquisition,
and weren't concerned with real-life
communication
Characteristics of TBLT :
1. Students are encouraged to use
language creatively and
spontaneously through tasks and
problem solving

2. Students focus on a relationship that


is comparable to real world activities

3. Assessment is primarily based on


task outcome

4. TBLT is student-centered
Theory of learning:

 Tasks provide 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
purpose.
Principles:

1. Making errors is natural and is considered


as a part of the process in acquiring the
target language.
2. Learners need to be encouraged to
produce the target language as producing
the target language facilitates learning.
3. Language learning tasks should be varied
to cater for the needs for both extrovert
(lively and confident person) and
introvert (the opposite of extrovert)
students
4. Teaching and learning processes should
foster (boost) motivation and minimize
the learner’s anxiety.
5. The choice of teaching and learning tasks
and content should be based on the
learner’s age.
6. Learning tasks should trigger and maintain
learners’ learning motivation.
7. Second language teaching and learning pace
should be made reasonable for both learners
with both higher and lower aptitude.
Objectives:
 To facilitate students’ language learning by
engaging them in a variety of tasks that
have a clear outcome.

 To give learners confidence in trying out


whatever language they know.

 To give learners experience of spontaneous


interaction.

 to engage learners in using language


purposefully and cooperatively.
 To make learners participate in a complete
interaction, not just one-off sentence (they
need to express a whole idea)

 To give learners chances to try out


communication strategies.

 To give learners the chance to benefit from


noticing how others express similar meanings.
Roles:
1) The learner’s role:
 Group participant: the learner has to be
active and participate in group
conversations.

 Monitor: the learner has to observe and


listen carefully to what is said.

 Risk taker and Innovator: the student


needs to be creative and risk sharing new
ideas with the group.
2) The teacher’s role:
 Selector and sequencer: the teacher has to
manage the group and select tasks.

 Preparing learners for tasks: explaining and let


them know what they are about to do.

 Consciousness raising
Advantages of TBLT:
 TBLT is applicable and suitable for students
of all ages and backgrounds.
 Students will have a much more varied
exposure to language with TBLT.
 Students are free to use whatever
grammar and vocabulary they know,
rather than just the target language of the
lesson.
 TBLT helps students pay more attention to
the relationship between the for and
meaning.
 TBLT allows meaningful communication.
 Students will be exposed to a whole range
of lexical phrases, collocations and
patterns as well as language forms.
 It encourages students to be more
ambitious in the language they use.
 The psychological dynamics of the group
which works together to complete a task
will have a great influence on the success.
Disadvantages of TBLT:
 There is no acquisition of new grammar or
vocabulary features.

 Not all students are or will be motivated by


TBLT.

 Some students need more guidance and


will not or cannot `notice´ language forms
(grammar) or other elements of accuracy.

 TBLT requires a high level of creativity and


initiative on the part of the task.
 Students typically translate and use a lot of
their L1 rather than the target language in
completing the tasks.

 There is a risk for learners to achieve


fluency at the expense of accuracy.

 Task based instruction is not teacher-


centered and it requires individual and
group responsibility and commitment on
the part of students. If students are lacking
in these qualities, task based instruction
may be difficult to implement.
Conclusion:
« TBLT is based on the principle that language
learning will progress most successfully if
teaching aims simply to create contexts in which
the learner’s natural language learning capacity
can be nurtured rather than making a systematic
attempt to teach the language bit by bit. » -
Ellis, 2009-
TBLT is a way of teaching that has been developped
by Prabhu and it helps the learner control and
master the language using specific methods.
The basic assumption of TBLT: that it provides for a
more effective basis for teaching than other
language teaching approaches. And TBLT has
many advantages that we have already
mentionned but it has also several disadvantages
References:

 http://www.educ.ualberta.ca/staff/olenka.bilash/be
st%20of%20bilash/taskbasedlanguageteaching.ht
ml
 https://en.wikipedia.org/wiki/Task-based_language
_learning
 https://www.kansai-u.ac.jp/fl/publication/pdf_educ
ation/04/5rodellis.pdf
 http://fr.slideshare.net/hulyagulek1993/task-based
-language-teaching-tblt

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