Task 3 Assessing Student Learning Analyzing Student Learning and Student Use of Language.
Task based language learning
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Transcript of Task based language learning
TASK BASED LANGUAGE LEARNING
Background of TBLTTasks are the core of the language learning and teaching
process(Willis 1996)Communicative activities are essentialThe use of meaningful task and language which promote
learning.Process more important that productSocial interaction throught engaging tasks.
TASKS
REAL LIFE ACTIVITIES
PEDAGOGICAL ACTIVITIES
What tasks are…Tasks are activities which have meaning as their primary focus. success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real life use.( Skehan 1996b:20)
What tasks are…A communicative task is a piece of
classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.(Nunan 1998: 10)
THEORY OF LANGUAGEMeaning is primary(skehan 1998: 98)
LEXICAL UNITS ARE ESSENTIAL
RECEPTION
PRODUCTION
I DONT KNOW BUT.I SAW HIM PISSING. THAT WAS AMAZING
IS THAT TRUE THAT OMAR IS CALLED THE
ANACONDA???
THEORY OF LEARNINGTASKS PR0VIDE INPUT AND OUTPUT
PROMOTE MOTIVATION
IM SO MOTIVATED BECAUSE OF THE TEACHER
Goals in TBLT are ideally to be determined by the specific needs of particular learners.
DESIGN
Objectives
DESIGN
The syllabusConventional Syllabus
TBLT Syllabus
Language structures
Functions
Topics and themes
Macro skills
Competencies
Text types
Vocabulary targets
Real-world tasks: (telephone)
Pedagogical tasks: (Gap information)
DESIGN
Types of Learning and Teaching Activities
Descriptions:
“A language learning task can be regarded as a springboard for learning work. It is a structured plan for the provision of opportunities for the refinement of knowledge and capabilities entailed in a new language and its use during communication”. (Breen, 1987, p.26)
Prabhu said that a task is “an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process” (Prabhu, 1987, p. 17)
Crookes defines a task as “a piece of work or an activity, usually with a specified objective, undertaken as a part of an educational course, at work, or used to elicit data for research” (Crookes, 1986, p. 1)
Willis labels her tasks examples as follows:
1. Listing2. Ordering and sorting 3. Comparing4. Problem solving5. Sharing personal experiences6. Creative tasks
Pica, Kanagy, and Falodun (1993)
1. Jigsaw Tasks2. Information – gap tasks3. Problem – solving tasks4. Decision- making tasks 5. Opinion exchange tasks
Selector and sequencer of tasksPreparing learning for taskConsciouness-raising
The role of instructional materials Pedagogical materialsRealia
ProcedureBasic social survival transactionsFace to face informal conversationsTelephone conversationsInterview on the campusServices encounters
Role - play
Pretask activities Task activities
Posttask activities
Language focus
Analysis
Practice
References Jack C Richards and Theodore S. Rodgers.
Approaches and Methods in Language Teaching second edition. Cambridge university press.
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