Task based instruction method
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- Country of origin
- Activity that needs to have a specific outcome or a result.
- Theory of Language
- -Language is primarily a means of making meaning.
- Theory of Learning -> Communicative Approach.
- Tasks provide both input and output processing necessary for language acquisition.
- Role of T:
- - Facilitator and chairperson
- -Sets up the tasks and helps Ss to
- complete them.
- -Supervises the reporting of the task.
- -Provides vocabulary needed
- -Gives suggestions on revising and rewriting & presenting material
- -Gives feedback on presentation and written material.
- Role of Ss
- Active participants
- Has to work with others and
- be collaborative
- Needs -> guessing meaning
- from context, rephrasing &
- negotiating meaning.
- Use of L1
- Can be used to clarify instructions
- Should be used less as the class progresses
- Resources books
- Radio programs
- Techniques -> Types of Tasks
- Task cycle
- Modes of Interaction
- T-Ss (Whole group) When T is giving instructions
- Ss-Ss : When T is around and Ss are completing the tasks
- Ss-T : check tasks results
- Areas of Language
- Communication, meaning & fluency.
- Ss can be evaluated in written
- form or presentations.
- How Ss errors are corrected
- Ss are corrected discreetly.
- T want Ss to use the TL.
- Sss feelings
- Ss should
- feel comfortable
- during class.
- 12. Advantages
- TBL is applicable and suitable for Ss of all ages and backgrounds.
- Ss will have a much more varied exposure to language with TBL.
- Ss are free to use whatever vocabulary and grammar they know, rather than just the TL of the lesson.
- Allows meaningful communication.
- Ss will be exposed to a whole range of lexical phrases, collocations and patterns as well as L forms.
- Encourages Ss to be more ambitious in the L they use.
- 13. Disadvantages
- TBL requires a high level of creativity and initiative on the part of the T.
- TBL requires resources beyond the textbooks and related materials usually found in language classrooms.
- T-B instruction is not teacher-centered and it requires individual and group responsibility and commitment on the part of Ss.
- There is a risk for learners to achieve fluency at the expense of accuracy.
- 14. Reference
- Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (Second Edition). Oxford University Press .