Please enable JavaScript.
Coggle requires JavaScript to display documents.
Task Based Language Teaching (TBLT), Types of Activities - Coggle Diagram
Task Based Language Teaching (TBLT)
Theory of Language
Language is the medium to communicate meaning, and achieve real world goals
Spoken Interactions
Lexical units (vocabualry, lexical sets, common phrases, roots, ) are central to real communication
IS NOT FOCUSED
: pedagogical, language form
Integration of all skills (Holistic)
Theory of Learning
Learning comes from within the learner (motivation, meaningfulness)
Organic Learning: it is a process with multiple stages
Facilitation of language: the T guides S to notice their own mistakes
"Notice the gap", "Monitor Hypothesis"
Negotiation of meaning: during dialogues speakers ask for clarifications, repetition, etc.
Tasks and achievements lead to motivation (variety, authentic materials, personalized)
Difficulty can be adjusted: based on T goals
Interactions with Scaffolding: T communicates with S and provides support
Objectives
Olders S
: needs analysis (questionaires, interviews = uses and situtaions) to base the course and tasks
Young S
: dynamic congruence; teach general vocabulary since they don't have specific needs
Syllabus
Focuses on specific tasks to be carried out
May be linked to other syllabuses (CLIL)
Real World Task
: they mimic real scenrios (based on S needs) and include authentic materials
Pedagogical Tasks
: based in psycholinguistics, not based on real scenarios (used for young S with no specific goals)
Roles
Learner:
Group Participant, Selfmonitor, Risk taker
Teacher
: Motivator, Organizer (clear instructions, preparation), Support through interaction, Task Sequencer, selector and prewarmer, Raising conscoiusness, Monitor
Materials
: Realia; use popular media as much as possible (Newspapers, TV, Internet). Technology (in general)
Types of Activities
Pica's 5 Task types
Jigsaw
: S have different pieces of information to combine
Problem Solving
: S must reach the solution to their problem with the given information
Information Gap:
S have different pieces of information and they must trade
Decision Making
: S must choose the right outcome based on discussion
Opinion:
S share opinions (no correct outcome)
Characteristics
: 1 - 2 way information. Convergent - divergent, single - multiple outcomes. Collaborative - Competitive. Concrete - abstracat, simple - complex language. Simple - complex cognitive processes. Real world - pedagogical activities.
Willis' 6 Types
: Listing, Ordering and Sorting, Comparing, Problem solving, Personal experiences, Creativity.