General Philosophy
- It refers to an approach based on the
use of tasks as the core unit of planning and instruction in language teaching.
- It is presented as a
logical development of Communicative Language Teaching.
TBLT draws on several principles thar formed part of the
communicative language teaching movement from the 1980s.:
- Activities that involve real communication are essential for language learning;
- Activities in which language is used for carrying out meaningful tasks promote learning;
- Language that is meaningful to the learner supports the learning process.
The key assumptions of task-based instruction are:
- Emphasis in communication and meaning;
- Language learned by interacting communicativele and purposefully;
- Activities and tasks can be achieved in real life and have a pedagogical purpose;
- Activities and tasks of a task-based syllabus are sequenced according to difficulty.
Task Analysis
and Instructional Desing turned to team tasks. There are four categories of
team performance function:
1. Orientation
Functions;
2. Organizational
Functions;
3. Adaptation Functions;
4. Motivational Functions.
- Tasks provide both the input and the output.
- · Task activity and achievement are motivational.
- · Learning difficulty can be negotiated and finetuned for particular pedagogical purposes.
DESIGN
Objectives: Goals
are to be determined by the specific need of particular learners.
The
Syllabus
Conventional Syllabus
It specifies the content of a course among some
categories.
Task –Based Syllabus
It specifies the
tasks that should be carried out by learners within a program.
Different
definitions of TASK
Pica, Kanagy and Falodun (1993):
* Jigsaw tasks
* Information-gap tasks
* Problem-solving tasks
* Decision-making tasks
* Opinion exchange tasks
ROLES
Teacher’s
Roles Student’s
Roles
Selector
and sequencer of tasks Group
participant
Preparing
learners for tasks Monitor
Consciousness-Raising Risk-Taker
Innovator
PROCEDURE
* Pretask
* Task* Planning
* Report
* Posttask
*
Pretask
It is
the introduction to the topic and the task. The teacher helps the students to
understand the theme and objectives of the task.
* ACTIVITIES
Brainstorming
ideas, mime, personal experience, read the text, think vocabulary, etc..Task
Is done
by the students. The teacher walks monitoring and
encouraging them.
* Planning
In this
stage the students prepares the next step (Report). They make a draft of what
they want to say or write.
* Report
The
teacher ask the students to report to the whole class what they did in the
task.
* Posttask listening
The
students listen to a recording of fluent speakers doing the same task, and
compare the ways in which they did the task themselves.
