Podcast
Questions and Answers
A task primarily focuses on using language correctly.
A task primarily focuses on using language correctly.
False (B)
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 (A)
Closed tasks allow learners to use their own linguistic resources.
Closed tasks allow learners to use their own linguistic resources.
False (B)
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.
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.
An exercise always has a clearly defined outcome that requires language.
An exercise always has a clearly defined outcome that requires language.
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.
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.
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.
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.
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.
According to TBLT, students learn a language primarily for functional purposes.
According to TBLT, students learn a language primarily for functional purposes.
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.
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.
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.
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.
Flashcards
Task
Task
An activity where learners use language to achieve a specific goal, focusing on meaning and communication.
Exercise
Exercise
An activity designed to practice language skills in a controlled environment, often with a specific focus on grammar or vocabulary.
Closed Task
Closed Task
A task with a predetermined solution or outcome, leaving little room for creativity.
Open Task
Open Task
A task with an open-ended solution or outcome, encouraging creativity and learner autonomy.
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Focused Task
Focused Task
A task focused on a specific language point or skill.
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Unfocused Task
Unfocused Task
A task that allows learners to explore a range of language skills and communication strategies.
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Real-World Tasks
Real-World Tasks
Activities that reflect real-life situations and communication needs, such as ordering food or making a phone call.
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Taxonomy of Tasks
Taxonomy of Tasks
A framework for classifying different types of tasks based on their communicative purpose and structure.
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Focus on Form (FonF)
Focus on Form (FonF)
Focus on Form (FonF) is a technique used in Task Based Language Teaching (TBLT) to draw attention to specific linguistic elements as they emerge naturally during communication tasks. It's like highlighting grammar while talking about a real-world scenario.
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Pre-task
Pre-task
In a TBLT framework, 'Pre-task' involves introducing the topic and task to the learner. It lays the groundwork for the learners to engage with the material.
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Task Cycle
Task Cycle
The 'Task' cycle is the core of a TBLT lesson. It involves the learners completing a real-world task using their language skills. The goal is to encourage meaningful communication.
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Post-task
Post-task
The 'Post-task' phase is crucial after a TBLT task. During this phase, learners formally analyze the language used during the task, identifying and practicing specific features. This helps cement their understanding.
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TBLT (Task-Based Language Teaching)
TBLT (Task-Based Language Teaching)
TBLT focuses on the importance of meaningful communication in language learning. It emphasizes the idea that learners acquire language by actually using it in realistic situations.
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Role of the Teacher in TBLT
Role of the Teacher in TBLT
Within TBLT, the role of the teacher is to facilitate communication and learning, becoming a guide and facilitator. They encourage student interaction and help them reach their learning goals.
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Role of the Students in TBLT
Role of the Students in TBLT
The role of the students in TBLT is active and collaborative. They participate in communicative tasks, practicing their language skills, and working together to achieve learning objectives.
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PPP Paradigm
PPP Paradigm
The 'PPP' paradigm in language teaching stands for 'Presentation, Practice, Production.' It's a traditional approach where new language is presented, practiced, and then used in a communicative context.
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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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