Task Based Language Teaching - Coggle Diagram
Task Based Language Teaching
Professor Rod Ellis
is a language teaching activity, has four characteristics:
has a gap to be filled by learners themselves
Learners choose the linguistic resource (verb, adjective, etc.) needed to complete the task
has a clearly defined outcome
primary focus on meaning (communicate meaningfully)
Van den Branden
Advantages of TBLT
more intrinsically motivating
directed at both communicative and linguistic abilities
offers opportunities for natural learning inside the classroom
compatible with a learner-centered educational philosophy
Leo Gomez & Michael Landry
TBLT is vague
TBLT is time consuming
TBLT is difficult to assess
TBLT is learner-centered
TBLT is efficient
TBLT help learners prepare for the real world
clearly defined communicative outcome
four skills and systems
real-world processes of language use
Task Cycle: Task, Planning, Report
TBLT models - 7
Task: what people do in everyday life, at work, at play and in between. (Long, 1985)
Gap: information gap, reasoning gap, opinion gap
Example: Plan a party for a classmate.
Emotions, social interaction
Task (Teacher: acts as monitor, provides support if needed. encourages. Student: completes the task in pairs/groups, uses English as far as possible)
Review (Teacher: reviews, corrects, adds related knowledge. Student: reflects on task outcome, practice activities))
Pre-Task (Teacher: introduce the topic, motivate students, give instuctions. Student: make notes, individual preparation)
Examples of task
Ordering food in a restaurant.
Making an appointment with a doctor on the phone.
Designing a brochure.
Solving a problem.
Preparing a meal.
Use of learners’ own resources
Procedures: Pre-task, Task, Post-task
Requires lots of materials beyond textbook
Requires high level of creativity