Anything goes' in task-based language teaching materials? - the need for principled materials evaluation, adaptation and development (original) (raw)
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Task-based language teaching: sorting out the misunderstandingsi jal_231 221..246
This paper begins by offering a definition of 'task' and by emphasizing that there is no single 'task-based teaching' approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a 'task' is, and of the theoretical rationales that inform task-based teaching. These criticisms also reflect a failure to acknowledge that multiple versions of task-based teaching exist. In particular , it is argued that task-based teaching need not be seen as an alternative to more traditional, form-focused approaches but can be used alongside them. The paper concludes with an examination of a number of genuine problems with implementing task-based teaching, as reflected in evaluation studies.
Task-based Language Teaching: Definition, Characteristics, Purpose and Scope
IJELS, 2019
Task-based Language Teaching alludes to a communicative approach which is grounded on the usage of real-life and pedagogical tasks as a central element for language instruction. The paper explores salient features of Task-based Language Teaching within an English as a Foreign Language context. Additionally, the paper goes over reasons on why language teachers should use and incorporate TBLT in their lessons. Next, a lesson plan that is based on TBLT tenets is provided. Finally, a section on criticism to TBLT is included to provide a much-needed balance. Task-based Language Teaching constitutes a major approach to language instruction. Thus, TBLT has several implications within language classrooms. Likewise, real-life tasks bring authenticity to language classrooms as students use the language in a pragmatic way. Tasks constitute the core element of TBLT as the focus is on meaning and effective communication. The negotiation of meaning is another underlying feature of TBLT.
Task-based language teaching (TBLT) is an approach that differs from traditional approaches by emphasizing the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of TBLT. Split into five parts, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented , followed by a discussion on key pedagogic aspects-syllabus design, the methodology of a task-based lesson and task-based assessment. The final parts consider the research that has investigated the effectiveness of TBLT, address critiques and suggest directions for future research. TBLT is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.
Task-Based Language Education: From Theory To Practice
Index vi Contents de®nition. This we ®nd in the de®nitions proposed by Bachman & Palmer (1996) and Bygate et al. (2001), who stress that even though the goal that the learner aims to achieve need not be linguistic (e.g. painting a fence), the task necessitates language use for its performance. In other words, painting a fence becomes a language task if it cannot be performed without some use of language (e.g. under-Author De®nition Long (1985) A piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child, ®lling out a form. .. . In other words, by`task' is meant the hundred and one things people do in everyday life, at work, at play, and in between.`Tasks' are the things people will tell you they do if you ask them and they are not applied linguists. Crookes (1986) A piece of work or activity, usually with a speci®ed objective, undertaken as part of an educational course, at work, or used to elicit data for research. Carroll (1993) Any activity in which a person engages, given an appropriate setting, in order to achieve a speci®able class of objectives. Bachman & Palmer (1996) An activity that involves individuals in using language for the purpose of achieving a particular goal or objective in a particular situation. Bygate et al. (2001) An activity which requires learners to use language, with emphasis on meaning, to attain an objective. It is claimed, rather, that (pedagogic) tasks provide a vehicle for the presentation of appropriate target language samples to learners ± input which they will inevitably reshape via application of general cognitive processing capacities ± and for the delivery of comprehension and production opportunities of negotiable dif®culty. New form±function relationships in the target language are perceived by the learner as a Prabhu (1987) An activity which required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a task. Candlin (1987) One of a set of differentiated, sequencable, problemposing activities involving learners' cognitive and communicative procedures applied to existing and new knowledge in the collective exploration and pursuance of foreseen or emergent goals within a social milieu. Nunan (1989) A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is primarily focused on meaning rather than form.
(2018) Tasks versus Exercises (The TESOL Encyclopedia of English Language Teaching, 18 January 2018)
The TESOL Encyclopedia of English Language Teaching. John Wiley and Sons, Inc. Wiley Online Library: http://onlinelibrary.wiley.com/book/10.1002/9781118784235, 2018
Over the last three decades, communicative tasks have taken on a progressively more important role in second language (L2) instruction. However, conceptions of tasks have differed greatly in scope, making it difficult for teachers to use the term consistently to distinguish tasks from other L2 learning activities and to employ them consistently in instruction. This entry focuses on tasks as a specific type of pedagogical tool and distinguishes them from exercises based on their role in L2 development. It also provides a foundation for decision-making regarding the use of tasks in L2 instruction internationally. The TESOL Encyclopedia of English Language Teaching. John Wiley and Sons, Inc. Wiley Online Library: http://onlinelibrary.wiley.com/book/10.1002/9781118784235.
Task-based language teaching. How task-based is it really?
The purpose of the study described in this chapter was to explore the classroom practices of teachers with varying degrees of experience in task-based language teaching (TBLT) while using a task-based syllabus. In particular, we wanted to assess the extent to which their actual classroom practices are in line with the main tenets of the task-based approach. We observed four teachers as they were team teaching in pairs during a two-week summer school for adolescent newcomers with high-beginner proficiency levels of Dutch. Results indicate that the classroom practices of both teaching teams lived up to the main principles of TBLT. On the whole, the classroom practice of the more experienced team of teachers was systematically rated higher. The classroom practice of the inexperienced team was found to be consistent with three out of the five principles that were rated, namely " Promote Learning by Doing " , " Focus on Form " and " Provide Input and Opportunities to Produce Output ". However, two other principles (" Provide Negative Feedback " and " Individualize Instruction ") were virtually absent in teachers' use of tasks. The experienced team was found to implement some of the principles during all activities, while others seemed much more context-dependent. This study may deepen our insight into the different features of TBLT, in particular regarding core and more peripheral features of TBLT. Ultimately, it can guide qualitative training of teachers new to TBLT. Task-based language teaching (TBLT) has been one of the most influential approaches to second language education since the early nineties and evidence for the impact of tasks on language learning is growing (Ellis & Shintani, 2013; Long, 2014). The implementation of task-based principles in actual classroom practice, however, is challenging for many teachers. This study will explore the classroom practices of different teachers in comparable contexts, working with comparable learners and sharing an equally positive view towards a task-based approach, but who differ in terms of their experience with task-based teaching.
A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice
International Journal of Language and Linguistics, 2014
Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners' confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in communication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers' and learners' awareness of learning and test taking strategies, respectively.