Ch11 Task-based language teaching_3d33ce987c211c389ebeae7b4ecb8037

Task-based Language Teaching Chapter 11

Introduction to Syllabus Types

  • Synthetic Syllabus:

    • Focuses on linguistic units (grammar, vocabulary, functions).

    • Ordered from simple to complex; learners synthesize these for communication.

  • Analytic Syllabus:

    • Organized by purposes of language learning and necessary language performance (e.g. Content-Based Instruction).

    • SLA research supports this due to the holistic nature of language acquisition.

Overview of Task-based Language Teaching (TBLT)

  • Task-based Syllabus:

    • Composed of tasks, not a sequence of linguistic items.

    • Tasks are meaningful and outcome-focused, promoting communication (e.g. Planning a trip itinerary).

    • Represents a strong version of the Communicative Approach where language is acquired through use.

  • Difference between Task-based Syllabus and TBLT:

    • TBLT may include teaching grammatical items, while task-based syllabi do not focus on grammar explicitly.

Types of Tasks in TBLT

  • Communicative Tasks:

    • Designed to encourage noticing of specific language features through techniques like input enhancement (boldface, flooding).

    • Grammar can be addressed as a follow-up to a communicative task.

    • Focus on form should be considered without reverting to grammar drills (focus on forms).

  • Focused Tasks:

    • Aimed at raising consciousness on specific linguistic items without requiring spoken output.

Theoretical Support for TBLT

  • J. Dewey (1913):

    • Emphasizes constructivism where students actively construct knowledge through experience and problem-solving.

Classroom Experience Example

  • Context: Southern India; 40 advanced beginner children; lesson on timetables.

    • Focus on task execution rather than predefined functions or forms.

Principles of TBLT

  • Task Logic:

    • Pre-tasks help students understand the logical framework for completion.

    • Teacher guides through logical steps without simplifying language consciously.

  • Role of the Teacher:

    • Uses reformulation or recasting to model correct language forms.

    • Facilitates interaction through jigsaw tasks and provides feedback only after tasks are completed.

Student Engagement and Feedback

  • Feedback on Success:

    • Importance of providing insights on accuracy and meaning.

  • Promoting Vocabulary Acquisition:

    • ‘Listen-and-do’ tasks help in vocabulary and grammatical form acquisition.

Role of Teachers and Students

  • Teachers:

    • Select appropriate tasks and manage the pre-task and follow-up activities.

    • Monitor student performance and provide necessary interventions.

  • Students:

    • Engage actively with peers to complete assigned tasks.

Characteristics of the Teaching/Learning Process

  • Engagement with Authentic Tasks:

    • Tasks should have clear outcomes and students should be actively engaged and monitored.

  • Post-task Phase:

    • Used for reinforcing learning and addressing issues that arise during task execution.

Interaction Dynamics

  • Teacher-Student:

    • Teacher provides input initially; monitors and gives feedback during tasks.

  • Student-Student Interaction:

    • Encouraged to collaborate and complete tasks together.

Emphasis on Language and Culture

  • Language Skills:

    • Focus on meaning dimension; can integrate any of the four skills based on task nature.

  • Cultural Considerations:

    • Culture may not be explicitly taught but can be integrated into specific tasks.

Teacher's Evaluation and Error Correction

  • Evaluation:

    • Ongoing evaluation based on task outcomes and language use.

  • Error Correction:

    • Focus on form through recasts, modeling, and brief explanations.

Task Design Approaches

  • Task Creation:

    • Tasks can be designed by the teacher or collaboratively negotiated with students.

    • Conducting a needs analysis to identify relevant real-world tasks is also essential.

Project-Based Learning

  • Real-World Language Use:

    • Language practice emerges from the context of student-chosen projects (e.g., school newspaper).

    • Stages: planning, information gathering, project review, and feedback.

    • Teacher acts as a facilitator and consultant during the project.

Techniques in TBLT

  • Types of Tasks:

    • Information-gap tasks, opinion-gap tasks, reasoning-gap tasks.

    • Unfocused and focused tasks that either provide input or prompt output.

Conclusion on TBLT

  • Key Principle:

    • Effective language learning occurs in contexts that nurture natural language acquisition rather than systematic, piece-by-piece instruction.

  • Considerations for Teaching Contexts:

    • Questions arise about TBLT's efficacy in structured testing environments, emphasizing meaningful and active language use.