Please enable JavaScript.
Coggle requires JavaScript to display documents.
Task-based language teaching: what every EFL teacher should do - Coggle…
Task-based language teaching: what every EFL teacher should do
Characteristics
The learner-centered educational concept is consistent with TBLT.
It is composed of particular elements like a purpose, a method, and a certain result.
It encourages meaningful actions that are content-focused rather than linguistic forms.
The majority of activities in instructed language acquisition should focus on meaning rather than vocabulary and include natural or naturalistic language usage.
Instead of being teacher-centered, instruction should foster learner-centeredness by giving students the chance to focus on the form, which will draw their attention to linguistic elements.
Pre- or post-task language learning that is more formal may be advantageous. Conventional methods are ineffective and inappropriate, especially when they call for passive formal training and practise separate from communicative work.
Tasks that need communication are particularly ideal for this method.
Approaches
Long (1985): Emphasis on corrective feedback
Skehan (1988): Underline task design and pre-task planning.
Ellis (2003): Role of focused tasks
They emphasise how activities set up situations for using natural language and that they are form-focused.
Benefits
Within the setting of the classroom, TBLT offers the chance for "natural" learning.
It might focus learning form, but it also emphasises meaning above form.
It provides students with a rich input of the target language.
It has intrinsic motivation.
It adheres to a learner-focused educational paradigm while simultaneously allowing for instructor involvement and direction.
It aids in increasing verbal fluency while keeping accuracy in mind.
It can be used in conjunction with a more conventional strategy.
Challenges
Requires the instructor to be extremely creative and dynamic.
Due to the fact that many students do not first accept or desire task-based language training, they may initially reject it.
When faced with a challenge or if the group exhibits intolerance, some students use their native speech.
Some students improve their communication skills by miming and using gestures, yet manage to get by with only rare words and phrases and rely on others to give the more complex language they require.
Some students have a tendency to become preoccupied with trying to find the right word and lose sight of how it fits within the conversation.
Learners have the risk of achieving fluency at the price of accuracy.
Need resources in addition to those found in textbooks and other relevant resources that are typically provided in foreign language schools.
Teacher and learner roles
Teachers need to:
Select and sequence activities
Prepare students for tasks
Increase awareness.
Learners need to be the:
group participant
monitor
risk-taker
innovator.