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Week 4 - Task-based Language Teaching

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Week 4 - Task-based Language Teaching

Uploaded by

Piper
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© © All Rights Reserved
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Task-based

language teaching
TBLT
Group 2
Group 2
1. Võ Minh Tài
2. Vũ Lê Thuận An
3. Trần Tuyết Châu
4. Hoàng Ngọc Ánh
5. Phạm Lê Nhật Vy
6. Đinh Đỗ Như Khuê
7. Nguyễn Thị Thanh Bình
8. Trần Phạm Phương Thảo
9. Trương Nguyễn Trúc Quỳnh
Task-based
language teaching
TBLT
Group 2
Table of contents
I II III
Historical Definition Approaches
background
IV V VI
Stages The design Values/
Advantages
VI
I
Challenges &
Improvements
I.
Historical
background
of
TBLT
I. Historical background of
TBLT
- Based on constructivism & CLT
methodology:

language learning = developmental


process enhancing communication &
social interaction

=> learners should be exposed to


meaningful task-based activities
I. Historical background of
-TBLT
History:
+ 80s: the above viewpoint →
flourishment of task-based approaches

+ 90s: develop into a comprehensive


structure for communicative classroom
II.
Definition of
TBLT
Lo
(1 n
98 g
5)

N
(1 un B
98 a n (1 re
9) 98 en
7)
II. Definition of TBLT

S W
(1 ke (1 ill
99 h a
1. Definition of a “task”

99 is
8) n 6, &
20 Wi
07 llis
)

B
(2 yg El
00 a t 20 lis
=> they defined task in different ways

8) e 09 (2
) 00
3,
II. Definition of TBLT
1. Definition of a
“task”
II. Definition of TBLT
1. Definition of a “task”

Common points: A task has


▪ A primary focus on meaning
▪ A gap
▪ A relationship to real-world
activities
▪ An outcome beyond the use of
1. Definition of a “task”
Activity 1: Dialogue Activity 2: Spot the differences
Ss are given a script of a Ss are put into pairs. Each
dialogue and put into pairs. student is given a picture and
Each student is allocated a told that two pictures are
role in the dialogue and basically the same but there
asked to memorize the are 5 small differences.
lines. The Ss then act out Without looking at each other’s
the dialogue with their picture, they talk together to
partners locate and write down the 5
differences.
Primary
focus on
meaning

Gap
Relationship
to real-
world
II. Definition of TBLT
2. Definition of TBLT
“
TBLT can be seen as an extension of a
so-called “strong” version of CLT,
where communication is represented
as the major driving force in
language learning.
(Howatt, 1984)
II. Definition of TBLT
3. Characteristics of
TBLT
II. Definition of TBLT
3. Characteristics of TBLT

- Learner-centered
CLT
- Naturalistic language use

- Communicative tasks

- Requiring a focus on form =>


II. Definition of TBLT
3. Characteristics of TBLT

- Learner-centered
CLT
- Naturalistic language use

- Communicative tasks

- Requiring a focus on form


III.
Approaches
to TBLT
Theory of learning >
Theory of language
III. Approaches to TBLT
A. Theory of language
● Language: ● Spoken
○ a means of interaction is
making the central focus
meaning of language and
○ a means of the keystone of
achieving real- language
world goals acquisition
● Lexical units are ● Language use
III. Approaches to TBLT
B. Theory of learning
● Language ● Language
learning is learning is an
determined by organic process
learners'
internal factors,
L1 L2
rather than
interlanguage
external factors.
III. Approaches to TBLT
B. Theory of learning
● Negotiation of meaning provides
learners with opportunities for
provision of comprehensible input
and modified
negotiation of meaningoutput
input comprehensible input
L2
acquisition
negotiation of meaning
outpu modified output
t
III. Approaches to TBLT
B. Theory of learning
● Task activity and achievement are
-motivational:
Learner-centered
- Authentic language
- A variety of
communication styles
- Difficulty sequence and
scaffolding
III. Approaches to TBLT
B. Theory of learning
● Learning difficulty can be negotiated
and fine-tuned for particular pedagogical
- 3 aspects to consider: task complexity,
purposes:
fluency, accuracy
- TBLT: fluency = primary
III. Approaches to TBLT
B. Theory of learning

- Task complexity vs
accuracy?
⇒ BALANCE:
task complexity ~
accuracy
IV
Stages of
TBLT
The Willis TBL framework (1996)
The Willis TBL framework (Willis 1996: 52)
Pre-task
Introduction to
topic and task

Task cycle
Task
Planning
Report

Language focus
Analysis
Practice
IV. Stages of TBLT
1. PRE-TASK
● T explores the topic
with class, highlight
useful
words/phrases, helps
●Ss
Ss to
may hear recording of other Ss doing
understand
● E.g.: brainstorming, using pictures, mime, or
tasksinstructions
task
personal experience
IV. Stages of TBLT
1. PRE-TASK
2. TASK CYCLE
● Ss perform the
task in pairs or
small groups
while T monitors
from a distance
IV. Stages of TBLT
1. PRE-TASK
2. TASK CYCLE
● Ss plan to tell the class (what/how they
make it) report on the task either orally or
in writing, and/or compare notes
● E.g.: Reading a text or hearing a recording
IV. Stages of TBLT
1. PRE-TASK
2. TASK CYCLE
3. LANGUAGE FOCUS
- Ss examine, discuss
specific features of any
listening or reading
text which they have
looked at for the task
- T conduct some form
of practice of specific
IV. Stages of TBLT

1. PRE-TASK
2. TASK CYCLE
3. LANGUAGE FOCUS
● E.g.: choral
repetition of the
phrases identified
and classified;
memory challenge
games,...
V.
The design of
TBLT
V. The design of TBLT
1. Objectives

- Determined by
specific needs of
learners
V. The design of TBLT
2. The syllabus

- 2 types of tasks:
+ Real-world tasks
=> tasks that are
useful on the real
world
+ Pedagogical tasks
V. The design of TBLT
2. The syllabus

- The order of tasks is determined by task


Procedur Input & Amount of
difficulty:
es Output help

Teacher's Learners' Time Motivati


role role allowed on

Confide Learning
nce styles
V. The design of TBLT
●3. Types of learning and teaching activities

Creative
Sharing
tasks personal
Problem
experiences
Compar
solving
Ordering
ing and
sorting
Listin
Willis g
(1996)
V. The design of TBLT
4. Learner roles
- Group participant
- Monitor
- Risk-taker
V. The design of TBLT
5. Teacher roles
- Selector and sequencer of
tasks
- Preparing learners for
tasks
- Consciousness-raising
V.
6.The design
The role of TBLT
of instructional
materials
*Pedagogic materials:
- Limited by time, resources, and
the imagination of the task
designer
V. Therole
6. The design of TBLT
of instructional
materials
*Realia:
a. Newspapers
V. The design of TBLT
he role of instructional materials

*Realia:
b. Television
V. The design of TBLT
The role of instructional materials
*Realia:
c. Internet
VI.
Values/advantag
es of TBLT
VI. Values/Advantages
of TBLT
• Natural learning in classroom: Teaching
language THROUGH communication
• Meaning/fluency > form/accuracy; still
catering to form/accuracy
• Rich input
• Intrinsically motivating
• Learner-focused; still allowing for teacher
VII.
Challenges and
improvements to
TBLT
VII. Challenges and improvements to TBLT
Challeng
Improvements
es

● Problems of ● Provide learners


conducting with a brief
instructions description and
● Require outline
● Make use of
teacher’s
TECHNOLOGY to
creativity &
design tasks
dynamism +
time & resources
VII. Challenges and improvements to TBLT
Challeng
Improvements
es

● Mother tongue ● Choose familiar


● might be used
Appropriate words > and concrete
Discourse topics
● Fluency > Accuracy ● Increase the focus
on form
References:
East, M. (2021). Foundational Principles of Task-Based Language
Teaching (1st ed.). Routledge.
https://doi.org/10.4324/9781003039709
Ellis, R. (2018). Reflections on Task-Based Language Teaching.
Multilingual Matters. https://doi.org/10.21832/9781788920148
Brown, H.D. (2015). Teaching by principles: An interactive approach to
language pedagogy. (4th ed.). Longman.
Harmer, J. (2007b). How to teach English. Pearson Education Limited.
Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching:
What every EFL teacher should do. Procedia-Social and Behavioral
Sciences, 15, 46-52.
Moore, P. J. (2018). Task‐based language teaching (TBLT). The TESOL
encyclopedia of English language teaching, 1-7.
Richards, J.C. & Renandya, W.A. (Eds.). (2002). Methodology in Language
Teaching: An Anthology of current practice. CUP.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in
Thank
s!
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