TBLT

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TBLT

Task-based language teaching

-Needs-based approach -Learning to communicate -Authentic texts -Helping learners focus on the learning process. - Importance of personal experiences -Linking classroom language learning to casual language

Introduction and overview

Principles and practices:

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Defining 'task'

A target task is:

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1. A piece of work untertaken for oneself or for others, freely or for some reward
2. Real life situation drills
3. Tasks have a non-linguistic outcome

According to Long (1985):

-Task variety will make language teaching more communicative

Furthermore...

According to Richards (1986):

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A pedagogical task is:

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-An activity or action result of processing or understanding language.

Skehan gives out five key characteristics of a task

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They are:

-Meaning is primary -Learners don't repeat other people's meanings -Real-world activities -Task completion is important -Task assessment is in terms of outcome

A pedagogical task is:

“a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while focusing on mobilizing their grammatical knowledge to express meaning, with the intention to convey meaning. The task should have a sense of completeness.”

Nunan's own definition:

Proposed a 'rational' curriculum model

Tyler:

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Finding means for determining whether the goals and objectives have been achieved (assessment and evaluation)

Listing, organizing and reading learning experiences (methodology)

Identifying goals and objectives (syllabus)

This model is developed by:

Empirical study

-Evaluation of sts. and T.'s progress -Contexts

Planning

-What to teach and learn -Sequencing -Sts. diagnosis

Stenhouse(1970's):

The intention or aim of the curriculum is critically scrutinized.

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In relation to justification

He sees the curriculum as plan, as action and as outcome.

Nunan was influenced by Stenhouse

Relationship between CLT and TBLT

Natasha

Jessica

María Noel

Team:

Thanks!