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CHAPTER 11 ( Task-based Language Teaching ), Kemal Athallah Candraputra…
CHAPTER 11 ( Task-based Language Teaching )
introduction
Wilkins 1976
synthetic syllabi and
analytic syllabi
Synthetic syllabi comprise linguistic units: grammar structures,
vocabulary items, functions, etc
Analytic syllabi organised in terms of the purposes
4.What are some characteristics of the teaching/learning process?
A pre-task phase
The tasks are meaningful and relevant
A post-task phase
What are the goals of teachers who use TBLT?
to facilitate students’ language learning by engaging them in a variety of tasks that have a clear outcome
Reviewing the Techniques
Input-providing Tasks
Output-prompting Tasks
Focused Tasks
Unfocused Tasks
Reasoning-gap Task
Opinion-gap Task
Information-gap Task
3.What is the role of the teacher? What is the role of the students?
teacher
choose tasks, based on an analysis of students’ needs
to create pre-task
task follow-up phases that are in line with the abilities and needs of the students
monitors the students’ performance
intervenes as necessary
student
to communicate with their peers to complete a task
Kemal Athallah Candraputra (20322069)