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Ch9. Adopting TBL: some practical issues. Jane Willis. - Coggle Diagram
Ch9. Adopting TBL: some practical issues. Jane Willis.
PPP Paradigm
Presentation stage
Teacher begins by presenting an item of language in a context or situation which helps to clarify its meaning Presentation may consist of pattem sentences given by teacher, or short dialogues illustrating target items acted out by teacher, read from textbook, or heard on tape.
Practice stage
Students repeat target items and practise sentences or dialogues, often in chorus and/or in pairs, until they can say them correctly Activities include pattern practice drills, matching parts of sentences completing sentences or dialogues and asking and answering questions using pre-specified forms.
Production stage
Students are expected to produce in a "free situation language items they have just learnt, together with other previously learnt language. This 'free' situation can be a role play, a simulation activity or even a communication task such as those in this book.
TBL Framework
All three components (task planning and report) are genuinely tree of language control and learners rely on their own linguistic resources.
• The planning stage encourages learners to consider appropriateness and accuracy of language form in general, rather than the production of a single form
• In all three components language is used for a genuine purpose - there are outcomes to achieve for the task and the purpose of the drafting rehearsal and practice at the planning stage is to help leamen adjust their language for the report stage.
• The task supplies a genuine need to use language to communicate, and the other components follow on naturally from the task.
• There is a genuine need to strive for accuracy and fluency as leaders prepare to go public for the report stage: it is not a question of either accuracy or fluency at any one potnt in the cycle.
• The report allows a free exchange of ideas, summarising learners achievements.
PPP & TBL Comparison
• In TBL, all four skills - listening, speaking, reading and writing - are naturally integrated. PPP only provides a paradigm for grammar and form-focused lessons; it needs to be supplemented by skills lessons to give learners practice in listening and reading and more exposure to language.
• A PPP cyde leads from accuracy to fluency, a TBL y de leads from fluency to accuracy (combined with fluency)
In a PPP cycle, with the presentation of the target language coming first, this context has to be invented. In a TBL framework, the context is already established by the task itself. By the time learners reach the language focus phase, the language is already familiar.
In a PPP cycle, it is the teacher who pre-selects the language to be taught During the TBL analysis stage, leamers are free to ask about any aspects of language they notice.
The process of consciousness raising used in the TBL language focus activities encourages students to think and analyse, not simply to repeat manipulate and apply
• The exposure in the TBL framework will include a whole range of words, collocations, lexical phrases and patterns in addition to language forms pre-selected for focus. Students will realise there is more to language than verb tenses and new words
PPP & TBL Teaching Plan
In a PPP lesson, except during the final production stage, teachers are at centre stage, orchestrating the class.
In TBL, teachers have to set things up and then to hold back, intervening only when needed, and reviewing each phase at the end. The way the lesson outline is written and the way the lesson is discussed or appraised) should reflect this. This change of roles can be a problem for teachers switching to TBL.
A TBL lesson outline offers a more flexible framework cnabling learners to move from language experience to language analysis
Many feel they are not doing their job unless they are centre stage, teaching, or giving advice. But professionalism in TUL comes from selecting and sequencing tasks, setting up optimum conditions for learning, recognising quality learning opportunities and judging when and how to intervene and when to move learners on to the next phase.
A PPP lesson plan typically sets out a narrowly predetermined set of objectives and procedures for the teacher, and is usually seen and discussed from the teacher's point of view.
By Ivan Castillo Peña
Willis (1996) Adopting TBL: some practical issues. A framework for Task-Based Learning. Longman.