Chapter 6. Task-based language teaching (original) (raw)
Related papers
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.
The purpose of this study was to find out how task-based language teaching is implemented in ELT classrooms at Debre Markos College of Teachers Education. To conduct the study, exploratory research method that combines both qualitative and quantitative methods was employed on 108 third year English language students and six language instructors. Data were collected through interview, classroom observation, matrix-rate questionnaire, and document analysis, and were analyzed qualitatively and quantitatively. Accordingly, the findings of the study revealed that there are teacher made pedagogic language tasks based on predetermined course contents and objectives where resource facility was not considered as a problem. In addition, student involvement in task design, planning, and selection was very little, because the college follows modular approach to language teaching. However, they were involved in task performance, reflection, and evaluation in several student-centered interaction patterns and self-paced performance options. The data also showed that the desired qualities of the tasks are significantly fulfilled, yet there are a number of form-focused language tasks and their components are obscured. Besides, both instructors and students were found to significantly play their roles in different communicative task phase; however, teacher domination still prevails in language classrooms. What is more, it was found out that a number of problems hinder the effective implementation of task-based language teaching and learning, though there were considerable attempts made to minimize them. Therefore, based on the findings, some recommendations were forwarded, and future research areas in the field were suggested.
The Task-based Approach in Language Teaching
International Journal of English Studies, 2004
The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting towards a more tempered and moderate stand on their claims. Reasons for that are various: the difficulty in the implementation of the method in the classroom, the difficulty in elaborating materials following the TBA and the scarcity of task-based manuals count as important and perhaps decisive arguments. But there are also theoretical implications in the TBA which do not seem to be fully convincing or may lack sound foundations. In this paper I will attempt to describe the TBA criticaIly, pointing out what I consider positive in this approach, and underlining the inadequacy of some assumptions and conclusions. The design of a new TBA model is not the goal of this study. But the conclusions suggest that tasks may contribute to the production of a more refined and complete foreign language syllabus, helping to motivate the students and focus the attention of teachers and learners on meaning and communicative language use.
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.
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.
Teachers' Perceptions of Task-Based Language Teaching in English Classroom
It is true that task-based language teaching (TBLT) is one of an effective language teaching approach to improve teachers and learners' communication competence. This is in line with the educational policy of Indonesia involved in the " Kurikulum 2013 " , that is, enhancing teachers' communication competence. But, the studies of TBLT in Indonesian context are very limited. The purpose of the study is to find out how the state junior, senior, and vocational high schools teachers in Tanjungpinang, Riau Archipelago Province know well about the TBLT in English classroom practice. In this case, the focuses are on their perceptions of (1) understandings of TBLT, (2) views of implementation TBLT, and (3) reasons to use or avoid implementing TBLT in their English classroom. This is conducted in descriptive qualitative approach. All the EFL teachers of those schools are at the research subjects (55 teachers of 23 schools). Survey method, four sections questionnaire – research instrument (adapted from Jeon and Hahn, 2006) is used to collect data such as general and demographic information, teachers' understandings of TBLT, teachers' views on implementing TBLT, and reasons of using or not using TBLT. All the teachers are asked to fill in the questionnaire. Data analysis conducted through interpretation of each items to see the quality of their perceptions and Likert-scale to see their perceptions' quantity. The results showed that most of the teachers had good understandings and positive attitudes/views of TBLT. Classroom observation and deepen interview of these are suggested for future research.
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.
A review: Task Based Language Teaching
Teaching methodologies have always been a matter of concern for language practitioners and researchers. A variety of teaching methodologies and approaches in language teaching and learning has been experimented; each aiming to foster proficient language learners. One of these recent methods has dealt with Task-Based Language Teaching (TBLT) as a practical way in second/foreign language pedagogy. Task-Based Language Teaching has generally been defined as using tasks in order to provide conditions for meaning-focused and real-life language use for learners. This research reviewed some articles and books written on Task Based Language Teaching to offer theoretical definitions of "task" according to chronological order and to elaborate different types of task and task phases. Finally, this research attempted to summarize the characteristics of TBLT in promoting language learners communicative real-world abilities by applying tasks in instructional circumstances.
Russian Language Journal, 2007
In the past twenty years, Task-based Language Teaching (TBLT) has become a widely discussed approach to teaching foreign and second languages, and a significant body of literature has grown up around it. The approach has even been implemented on a large scale in some areas; for example, since 1990, instruction in Dutch as a second language in the Flemish areas of Belgium has been organized solely around the principles of TBLT (Van den Branden 2006, 13). In the teaching of foreign languages in the United States, TBLT has made some inroads, and powerful voices in the profession strongly advocate this approach. Michael Long (2007) in his chapter “Texts, Tasks, and the Advanced Learner” strongly advocates that tasks should be the unit of analysis in designing a language course at any level of instruction. As Long notes, federally funded U.S. National Flagship language programs are particularly interested in TBLT, since courses and curricula developed on the principles of the approach se...
Seeu Review, 2014
The aim of the paper was to investigate teachers' attitudes and understanding of Task-based language teaching (TBLT) at the Faculty of Languages, Cultues and Communications. In addition to this, the study aimed to identify positive effects that TBLT have in the classroom and also the reasons why teachers decide to implement this approach in their instruction. As a subcategory of communicative language teaching, TBLT became a very important are of research since the last decade, 20 th century and it is used in all levels of education. Neverthless, the reasearch in Macedonia in this field is very poor due to previous education where teachers used old teaching methodologies.