Task based concepts to develop speaking skills
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Task based concepts to develop Speaking Skills
By Ivan Aguilar
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Objetives
To identify principles of the task based learning.
To Identify types of gaps to promote speaking activities.
To apply the identified gaps into their classroom practice.
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Getting back to roots
What is TBL?Task-based language learning is the method of language acquisition that involves doing familiar task using the target language. As these are familiar task there is a large range of possibilities; for example, visiting a doctor, conducting an interview, or calling customer service for help.
Wikipedia
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Task based learning principles (Ellis)
A task involves a primary focus on (pragmatic) meaning.
A task has some kind of ‘gap’. The participants choose the linguistic
resources needed to complete the task.
A task has a clearly defined, non-linguistic outcome
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Teaching framework1. Pre task
a. Introduce/motivateb. Clarify the outcomec. Provide some languaged. Model
2. Taska. Ss perform the taskb. T observes/counsels/intervenes
3. Reviewa. Ss present a final productb. Feedbackc. Language analysis
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Types of tasks to develop speaking:GAPS
Types› Information gaps› Opinion gaps› Reasoning gaps
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Information Gaps
Involves a transfer of given information from one person to another
Calls for the decoding or encoding of information from or into language.
Each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other.
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Information Gap Example
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Opinion/Experience gaps
Involve identifying and articulating a personal preference, feeling, or attitude in response to a given situation
The activity may involve using factual information and formulating arguments to justify one’s opinion.
No objective procedure for demonstrating outcomes as right or wrong.
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Opinion/Experience Gap
Example
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Reasoning gaps
Involve deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns.
The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended.
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Reasoning Gap
Example
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Summary: Principles
Focus on meaning
There’s a kind of gap
Non restricted linguistic resources
Clearly defined outcome
Task
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Summary:Framework
Pre-task Task Post-
task
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To learn more about TEFL
www.ivantrainer.weebly.com
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Thank you!