Task based language teaching
Ø Theory of language
TBLT
is motivated primarily by a theory of learning rather than a theory of
language. However, several assumptions
about the nature of language can be said
to underline current approaches to TBLT.
These are:
v Language is primarily a
means of making meaning.
v Multiple models of language
inform TBI.
v Lexical unit are central in
language use and language learning.
v Conversation is the central
focus of language and the keystone of language acquisition.
Ø Theory of learning
There are some additional learning principles
play a central role in TBLT in theory between:
v provide both the input and
out put processing necessary for language acquisition.
v Task activity and
achievement are motivational.
v Learning difficulty can be
negotiated and fine-tuned for particular pedagogical purposes.
Task-Based Language Teaching (
TBLT ) refers to an approach based on the use
of tasks as the core unit of planning and instruction in language
teaching. Some of its proponents ( e.g. Willis 1996) present it as a logical
development of Communicative Language Teaching since it draws on several
principles that formed part of the
communicative language teaching movement from the 1980s. For example :
·
Activities that involve real communication are
essential for language learning.
·
Activities in which language is used for carrying
out meaningful tasks promote
·
learning.Language that is meaningful to the
learner supports the learning process.
v Design
1.
Objectives
There are few published ( or perhaps,
fully implemented ) example of complete
language programs that claim to be fully
based on most recent formulations of TBLT. The literature contains mainly descriptions
of examples of task-based activities. However, as with other communicative
approaches, goals in TBLT are ideally to be determined by the specific needs of
particular learners. Selection of task, according to long and Crookes ( 1993 ),
should be based on a careful analysis of the real-world needs of learners. An
example of how this was done with a national English curriculum is the English
Language Syllabus in School Malaysian (1975) – a national, task-based
communicative syllabus. A very broad goal for English use was determined by the
Ministry of education at a time when Malay was systematically replacing
English-medium in structure at all levels of education.
2.
The syllabus
Nunan (1989) suggests that a
syllabus might specify two types of tasks: Real-world tasks, which are designed
to practice or rehearse those tasks that
are found to be important and useful in
the real world.Pedagogical tasks, which have a psycholinguistics basic in SLA
theory and research but don’t necessarily reflect real world tasks.In the
Bangalore project (a task-based design
for primary age learners of English), both types of task used, as is seen from
the following list of the first ten task types: Diagram and formationrawing.
c. Clock
faces.
d. Monthly
calendar.
e. Maps.
f. School
timetables.
g. Programs
and itineraries.
h. Train
timetables.
i. Age and year of birth.
j. Money.
3. Types of
learning and teaching activities
Characteristics
of task have been describe, such as the following:
- One-way or two-way.
b. Convergent or divergent.
c. Collaborative or competitive.
d. Simple or complex language.
e. Reality- based or not realty-based.
Procedure:
The way in which task activities are designed
into an instructional bloc can be seen from the following example from Richard
(1985), the example comes from a language program that contained a core
component built around tasks. The program was an intensive conversation course
for Japanese college students studying on a summer program in the United
States. Needs analysis identified target tasks the students needed to be able
to carry out in English, including:
— Basic social survival transactions.
— Face-to-face informal conversations.
— Telephone conversations.
— Interviews on the campus.
— Service encounters.
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