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| Task-based language teaching |
Task-based language teaching, also known as Task-Based Language Teaching or Task-Based instruction focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview or calling customer service for help. Assessment is primarily based on task outcomes rather than on the accuracy of language forms. This makes Task-Based Language Teaching especially popular for developing target language fluency and student confidence. Task-Based Language Teaching was popularised by N. Prabhu while working in Bangalore, India. Prabhu noticed that students could learn the language just as easily with a nonlinguistic problem as when they were concentrating on linguistic questions.
The procedure of TBLT:
A set of role-play activities was developed focusing on situations, students would encounter in the community. The following format was developed for each role-play Task:
Pre task activities:
Learners first take part in a preliminary activity that introduces the topic, the situation, and the 'script' that will subsequently appear in the role-play task. Such activities are of various kinds including brainstorming, ranking exercises, and problem-solving tasks. The focus is on thinking about a topic generating vocabulary and related language and developing expectations about the topic.
Learners then read the dialogue on a related topic.
Task activity
Learners perform a role play. Students work in pairs with a task and cues need to negotiate the task.
Positive task activities
Learners then listen to recordings of the native speakers performing the same role task they have just practiced and compare the difference between the way they just expressed particular functions and meanings and the way native speakers performed.
The task cycle
1.Task
During the task phase, the student performs the task type in a small group, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task then the Teacher's role is typically limited to one of the observers or counselor. Thus the reasons for it being a more student-centered methodology.
During the task phase, the student performs the task type in a small group, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task then the Teacher's role is typically limited to one of the observers or counselor. Thus the reasons for it being a more student-centered methodology.
2.Planning
Having completed the task, the students prepare either written or oral reports to present to the class. The instructor takes questions and otherwise simply monitors the student.
3.Report
The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.
4.Analysis
Here the focus returns to the teacher who reviews what happened in the task, in regards to language for stop. It may include language forms that the students were using, problems that students had, and perhaps forms that need to be covered more or were not used enough.
Having completed the task, the students prepare either written or oral reports to present to the class. The instructor takes questions and otherwise simply monitors the student.
3.Report
The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.
4.Analysis
Here the focus returns to the teacher who reviews what happened in the task, in regards to language for stop. It may include language forms that the students were using, problems that students had, and perhaps forms that need to be covered more or were not used enough.
5.Practice
The practice stage may be used to cover material mentioned by the teacher on the analysis page. It is an opportunity for the teacher to emphasize key language.
Advantages of the task-based language teaching
Task-based learning is advantageous to the students because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill-building. Although the teacher may present language in the pre-task, the students are are ultimately free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know for learning, rather than just the 'target language' of the lesson. Furthermore, as the task are likely to be familiar to the students, students are more likely to be engaged which may further motivate them in their language learning.
Disadvantages of task-based language teaching
There have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students. The major disadvantage for beginning students is that the focus of task-based language learning is on output when beginning language learners often go through a silent period requiring massive amounts of comprehensible input. Others claim that students are only exposed to certain forms of language and are being neglected by others such as discussion or debate. Teachers may want to keep these in mind when designing is task based learning lesson plan.
Conclusion
task-based teaching that combines the best insights from communicative language teaching, offers a change from the traditional method in which learners may have failed to learn to communicate. It creates a real purpose for the language used and provides a natural context for language study.
The practice stage may be used to cover material mentioned by the teacher on the analysis page. It is an opportunity for the teacher to emphasize key language.
Advantages of the task-based language teaching
Task-based learning is advantageous to the students because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill-building. Although the teacher may present language in the pre-task, the students are are ultimately free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know for learning, rather than just the 'target language' of the lesson. Furthermore, as the task are likely to be familiar to the students, students are more likely to be engaged which may further motivate them in their language learning.
Disadvantages of task-based language teaching
There have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students. The major disadvantage for beginning students is that the focus of task-based language learning is on output when beginning language learners often go through a silent period requiring massive amounts of comprehensible input. Others claim that students are only exposed to certain forms of language and are being neglected by others such as discussion or debate. Teachers may want to keep these in mind when designing is task based learning lesson plan.
Conclusion
task-based teaching that combines the best insights from communicative language teaching, offers a change from the traditional method in which learners may have failed to learn to communicate. It creates a real purpose for the language used and provides a natural context for language study.
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