Podcast
Questions and Answers
What is the purpose of the during-task phase in TBLT according to the text?
What is the purpose of the during-task phase in TBLT according to the text?
- To manipulate learners' attention through various features (correct)
- To analyze task performance and facilitate reflection
- To present new language and clarify required knowledge
- To provide a preparation stage for the activity
How does Paterson & Willis's 'English through Music' project differ from traditional TBLT?
How does Paterson & Willis's 'English through Music' project differ from traditional TBLT?
- It focuses on language learning without incorporating other skills
- It combines language learning with non-linguistic skills like music (correct)
- It utilizes digital technology exclusively for language tasks
- It aims to simulate real-world tasks in a classroom setting
In what phase of TBLT tasks is there a focus on analyzing performance and facilitating reflection?
In what phase of TBLT tasks is there a focus on analyzing performance and facilitating reflection?
- Pre-task phase
- Post-task phase (correct)
- Presentation phase
- During-task phase
How does the project described in the text innovate TBLT practices?
How does the project described in the text innovate TBLT practices?
According to Skehan's framework, what is the primary function of the pre-task phase?
According to Skehan's framework, what is the primary function of the pre-task phase?
What is the primary focus of Task-Based Language Teaching (TBLT)?
What is the primary focus of Task-Based Language Teaching (TBLT)?
According to Willis (1996), what is the main aim of tasks in TBLT?
According to Willis (1996), what is the main aim of tasks in TBLT?
How does Ellis (2003) suggest tasks should be carried out in TBLT?
How does Ellis (2003) suggest tasks should be carried out in TBLT?
According to Skehan (1998), what happens when transacting tasks in TBLT?
According to Skehan (1998), what happens when transacting tasks in TBLT?
What is the justification provided by Ellis (2003) for choosing 'task' as the basis for language pedagogy?
What is the justification provided by Ellis (2003) for choosing 'task' as the basis for language pedagogy?
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