TBLT

Mer av detta

The domain of Pragmatics

av johan francisco ramirez

Submenu 2 Marilyn daily

av michael buoniconti

Communicative Language Teaching Erick Carrillo

av Erick Carrillo

Map IEC/ISO 27001:2013 Annex A - English

av Grandt Grandt

These ‘real-life’, ‘target’ or ‘rehearsal’ tasks are chosen on the basis of learners’ needs outside the classroom, whether in the personal and public domains, or related to more specific occupational or educational needs.

Inside the classroom. Communicative pedagogic tasks aim to actively involve learners in meaningful communication, are relevant (here and now in the formal learning context), are challenging but feasible (with task manipulation where appropriate), and have identifiable (and possibly less immediately evident) outcomes.

critiche

Students typically translate and use a lot of their L1 rather than the target language in completing the tasks.

Not all students are or will be motivated by TBLT

Everything is left to the teacher

There is no acquisition of new grammar or vocabulary features

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/taskbasedlanguageteaching.html

communicative task is on successful task completion

Task

‘real-life’, ‘target’ or ‘rehearsal’ tasks

Pedagogic task

types of tasks

, interpreting a role in a play, taking part in a discussion, giving a presentation, planning a course of action, reading and replying to (an e-mail) message, etc

routine transactions

problem solving

skills based

creative

Tasks are a feature of everyday life in the personal, public, educational or occupational domains. Task accomplishment by an individual involves the strategic activation of specific competences in order to carry out a set of purposeful actions in a particular domain with a clearly defined goal and a specific outcome.

Framework

way meanings are comprehended

focus on Meaning

TBLT

Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centred.

Students focus on a relationship that is comparable to real world activities

Assessment is primarily based on task outcome

TBLT is student-centered

The conveyance of some sort of meaning is central to this method

Students are encouraged to use language creatively and spontaneously through tasks and problem solving