Podcast
Questions and Answers
A task primarily focuses on using language correctly.
A task primarily focuses on using language correctly.
False
Successful performance in a task means achieving the outcome of the task.
Successful performance in a task means achieving the outcome of the task.
True
Closed tasks allow learners to use their own linguistic resources.
Closed tasks allow learners to use their own linguistic resources.
False
Real world tasks include activities like buying a train ticket and making a phone call.
Real world tasks include activities like buying a train ticket and making a phone call.
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Focused tasks create a gap for learners to fill using their own linguistic skills.
Focused tasks create a gap for learners to fill using their own linguistic skills.
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An exercise always has a clearly defined outcome that requires language.
An exercise always has a clearly defined outcome that requires language.
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Assessing whether statements are true or false can be considered a real world task.
Assessing whether statements are true or false can be considered a real world task.
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Problem-solving is categorized as a type of task in the taxonomy by Willis & Willis.
Problem-solving is categorized as a type of task in the taxonomy by Willis & Willis.
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Focus on Form (FonF) emphasizes drawing attention to linguistic elements during lessons focused on meaning.
Focus on Form (FonF) emphasizes drawing attention to linguistic elements during lessons focused on meaning.
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In Willis's task-based framework, the post-task phase includes language practice but not language analysis.
In Willis's task-based framework, the post-task phase includes language practice but not language analysis.
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Task-Based Language Teaching (TBLT) employs tasks as the sole method of language teaching.
Task-Based Language Teaching (TBLT) employs tasks as the sole method of language teaching.
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According to TBLT, students learn a language primarily for functional purposes.
According to TBLT, students learn a language primarily for functional purposes.
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In TBLT, the students' native language is deemed irrelevant to the learning process.
In TBLT, the students' native language is deemed irrelevant to the learning process.
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The task cycle in Willis's framework includes planning and public reports as essential components.
The task cycle in Willis's framework includes planning and public reports as essential components.
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Meaningful communication is considered a key driver in the learning process of TBLT.
Meaningful communication is considered a key driver in the learning process of TBLT.
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Tasks in the final P of the PPP paradigm are considered part of a weak version of TBLT.
Tasks in the final P of the PPP paradigm are considered part of a weak version of TBLT.
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Study Notes
Task-Based Language Teaching and Learning (TBLT)
- TBLT focuses on meaning and communication.
- Learners choose their own linguistic and non-linguistic methods to complete tasks.
- Tasks have clear, defined outcomes, not language as an end in itself.
What is a Task?
- Primarily centers on meaning.
- Creates a need for making meaning.
- Allows learners linguistic and non-linguistic choices for completion.
- Has a clear outcome achieved by language use.
Task vs. Exercise
- Task: Primary focus on communication, learners use own resources, successful performance = task outcome.
- Exercise: Primary focus on using language correctly, there's no communication gap, successful performance = accurate use of target features.
Types of Tasks
- Open/closed tasks: Classification based on flexibility and potential outcomes.
- Focused/unfocused tasks: Focused tasks have a direct linguistic goal, unfocused tasks have less inherent linguistic focus.
Real-World Tasks
- Examples include ordering food, spotting differences in images, making phone calls, and discussing pictures. Also, buying train tickets, writing CVs, and requesting information via letters.
Taxonomy of Tasks (Willis & Willis, 2007)
- Matching/Comparing/Contrasting
- Ordering/Sorting
- Listing
- Problem-solving
- Sharing personal experiences
- Projects/creative tasks
Group Work Tasks
- Each group focuses on different task types from a given textbook.
- Example task types: Matching, Comparing/Contrasting, Ordering/Sorting, Listing, Problem-solving, Sharing personal experiences, Projects, creative tasks.
Focus on Form (FonF)
- Focuses on linguistic elements as they arise naturally during communication.
- FonF occurs through interactions such as reformulation, recasting, and brief language explanations.
- FonF isn't about complete grammar lessons, but using grammatical aspects for necessary communication.
Willis's (1996) Task-Based Framework
- Includes pre-task, task cycle, task, planning, public report, and post-task (FonFs) phases.
- Post-task sections are dedicated to analysis and practice.
- Forms (e.g., target features) and other language points that cause issues during performance can be focused on.
Strong vs. Weak TBLT
- Strong: Tasks shape the syllabus and drive learning.
- Weak: Tasks are used alongside other traditional language teaching methods, possibly in final stages (e.g., PPP)
Why TBLT?
- Meaningful communication drives learning – learners use language for actual purposes.
- Doing tasks triggers natural mechanisms for learning—stretching interlanguage systems, thereby leading to development.
Principles of TBLT
- Teacher's role in TBLT
- Student's role in TBLT
- Nature of student-teacher and student-student interactions.
- Addressing students' feelings
- How language and culture are viewed in TBLT
- Important language areas emphasized (which skills).
- Role of the native language
- Methods of evaluation
- How to respond to student errors
Additional Information
- Comparing CLT and TBLT
- Preferred TBLT version and reasoning
- Homework includes watching supplementary videos.
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Description
This quiz explores Task-Based Language Teaching (TBLT), emphasizing its focus on meaning and communication through various task types. Learn the distinction between tasks and exercises, as well as how learners engage with linguistic choices to achieve clear outcomes. Ideal for educators and linguists interested in modern teaching methodologies.
