Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 11 (Task-based Language Teaching) - Coggle Diagram
Chapter 11 (Task-based Language Teaching)
Introduction
Wilkins (1976)
Synthetic syllabi and analytic syllabi
Synthetic syllabi: grammar structures, vocabulary items, functions, etc
Analytic syllabi: organized in terms of the purposes
TBLT is another example of a 'strong version' of the communicative approach
Experience
The teacher asks students to complete the table
The teacher pointed to the table and the students answered
The teacher asks about activities on Saturday
The teacher prepares a new assignment based on the students error.
Reviewing the Principles
The TBLT goals
Engage students with various tasks
What's teacher and student role?
The teacher’s role: Choose task based on students analyses, monitor students performance, and intervenes as necessary
The students role: to communicate with their colleagues to complete tasks.
Characteristic of the teaching/learning process?
A pre-task phase
The tasks are meaningful and relevant
A post-task phase
Student-teacher interaction and student-student interaction
The teacher is the input provider
Teacher pays attention during assignments, notes language to focus
Students often work together
The feelings of the students
Students are motivated by doing tasks that prepare them for the real world
Language and culture viewed
Language is for communicating and for 'doing'
Culture is not explicitly discussed
Areas and language skills are emphasized
The dimension of language meaning is emphasized
Student role in native language
There is no explicit role for the students’ native language
How is evaluation accomplished?
The teacher constantly evaluates
The teacher respond to student error
Error correction is done through recast or modeling or by providing a brief grammatical explanation.
Reviewing the Techniques
Information-gap Task
Opinion-gap Task
Reasoning-gap Task
Unfocused Tasks
Focused Tasks
Input-providing Tasks
Output-prompting Tasks