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Name: Dodiya Meghana j.
Semester: - 3
Roll no: - 11
Year: - 2016-17
Paper No: - 12
Paper Name: - English Language Teaching
Topic: - Task-based language learning
Email ID:- mdodiya26@gmail.com
Submitted to: - Department of English
Maharaja Krishnakumarsinhji Bhavnagar University
Introduction:
progression,moving from mastery of one sentence form to mastery of the next and so on ,until the language was acquire in all its complexity.But this does not happen .
• What is TBL(Task based learning):
# How often to do we as teachers ask our students to do something in class which they would do in everyday life using their own language probably not enough.
#if we make language in the classroom meaningful therefor memorable.students can process language which is being learned or recycled more naturally.
# Task-based learning offers the students an opportunity to do exactly this.The primary focus of classroom activity is the task and language is the instrument which the students use to complete it.
# TBL is a teaching approach which focuses on the students by asking to do meaningful activities or task.
• Why Task-Based Activity:
# Students-centered interaction
#use of authentic language in meaningful communication
#Practical and additional skill building
#Assessment based upon task nature
• Task-Based Learning:
# Task-based learning is useful for moving the focus of the learning process from the teacher to the student.
# it gives the student a different way to understanding language as a tool instead of as a specific goal.
# it can bring teaching from abstract knowledge to real world application.
The use of word “Task''is sometimes extended to include 'meta communicative task',or exercises with a focus on language form,in which learners manipulate language or formulate,generalizations about form.but a definition of task which includes an explicit focus on for seems to be so all-embracing as to cover almost anything that might happen in a classroom.
One feature of TBL,therefore,is that learners carrying out a task are free to use any language they can to achieve the outcome:language forms are not prescribed in advance.As language users,human beings haven innate capacity to work out ways of expressing meanings.Learners do not simply take note of new language input and attempt to reproduce it.The purpose of a communicative task,therefore,is to encourage the learners to develop towards creation of a meaning system.
#Skehan e.g.argues that unless we encourage a focus on form,learners will develop more effective strategies for achieving communicative goals without an accompanying development of their language system.They will develop in 'classroom dialect' which enables them to exchange meanings in spite of the shortcomings of their language.As a result they may fossilize at a relatively low level of language development.Skehan suggests that learning is prompted by the need to communicate,but argues that learning will be more efficient if:
1)There is a need to focus on accuracy within a task-based methodology.
2)There is a critical focus on language from within the task-based cycle.
TBL grows out of the more general notion of 'communicative language teaching(CLT) Hymes' notion of communicative competence encouraged a more critical look at language and sharpened awareness of the need to make language relevant to students' needs and to provide opportunity for language use in the classroom.
There were two stands to CLT.The first was to do with syllabus in terms of grammar and Lexis.second stand in CLT was methodological.there was an emphasis on language use in the classroom,and this was seen as rehearsal for language use in real world.but in general the communicative approach adopted in the classroom was a 'weak-form' of the approach.
• Common lesson sequence:
# The teachers sets up a task after a lead in activity.
#students work in pairs or small group and do the task.students rehearse and plan the language they are going to use .The teachers monitors and helps.
#students report their result to the whole class.
#students focus on the new language they needed to use to do the task ,analyse and practice it.
#students do a similar task to rein force the new language.
• Research:
Researchers are now beginning to look at the nature and content of tasks themselves.The work of pica identifies variables that generate more negotiation of meaning;these included two-way rather than one-way information flows,closed rather than open outcomes,narrative rather than expository discourse domains.A major problem ,however,is that these and similar studies have been cried out under pseudo-laboratory conditions far removed from classroom,and using de-contextualized tasks.
In one of the few classroom-based studies skehan and foster looked at the influence of affording learners time to plan a task before they carry it out,and also of the effect of teacher guidance upon that planning.Three classes were recorded doing three different types of task under varying conditions,and resulting interaction were transcribed and compared.
# Prabhu identified three broad task types:
1) Information gap
2) Reasoning gap
3) problem-solving
• Learners can be asks to:
#Give and follow instruction ;
#gather and exchange information;
#solve problem
#give informal talks in the classroom;
#take part in role play and drama activities .
• Jane willis recommends the Following sequence of activity:
In pre-task the teacher introduces and defines the topic and the learners engage in activities the help to recall or learns the words necessary for the performance of the task.and then planing stage ,where the teacher helps learners plan a public presentation of their task finding in preparation for the report to the class.after task-cycle 'language focus' phase allows time for deeper and more systematic study of language arising out of the task cycle,from the text or task recording;this can also incorporate examples from tasks and texts used in previous lesson.
• Different type of task doneby students:
#Online Quize #Blog Task
#Flipped learning #Group Task
we all are doing all the task onlinetask,fllipped learning and other.all task is very important to us.blog task is very helpful because we are all wrote the blog whatever we studied in classs. In group task communication is very important.
• Conclusion:
Name: Dodiya Meghana j.
Semester: - 3
Roll no: - 11
Year: - 2016-17
Paper No: - 12
Paper Name: - English Language Teaching
Topic: - Task-based language learning
Email ID:- mdodiya26@gmail.com
Submitted to: - Department of English
Maharaja Krishnakumarsinhji Bhavnagar University
Introduction:
most approaches to language teaching can be described as 'form-based”. such approaches analyse the language into an inventory of forms which can then be presented to the learners and practiced as a series of discrete items.There is an assumption that there is a direct relationship between “input” and”intake”,that what is presented can be mastered directly and will,as a result of that mastery ,become a part of the learner's usable repertoire but second language acquisition(SLA)research shows quite clearly that there is no such direct relationship with intake and input.If language learning did work in this what, we would reasonably expect learners to acquire language as a series of successive structure and so to build up the language system in orderly
progression,moving from mastery of one sentence form to mastery of the next and so on ,until the language was acquire in all its complexity.But this does not happen .
since the work of corder(1967),selinker(1972) and other inter language theorist,it has been clear that we cannot predict how input will affect the learner's language development .There is clear evidence that intake does not equal input.Effective learning is constrained by natural developmental process.what is consciously learned is not necessarily incorporated into spontaneous language production.
In contrast to form-based approaches ,task-based(TBL) involves the specification not of a sequence of language items,but of sequence of communicative tasks to be carried out in the target language.central to the notion of a communicative task is the exchange of meanings.
# According to Nunan communicative task as a 'piece of classroom work which involves learners in comprehending,manipulating,producing or interacting in target language meaning is while there attention is principally focused on meaning rather than form'
#According to Jane willis a task as an activity 'where the target language is used by the learners for a communicative purpose in order to achieve an outcome'.
• What is TBL(Task based learning):
# How often to do we as teachers ask our students to do something in class which they would do in everyday life using their own language probably not enough.
#if we make language in the classroom meaningful therefor memorable.students can process language which is being learned or recycled more naturally.
# Task-based learning offers the students an opportunity to do exactly this.The primary focus of classroom activity is the task and language is the instrument which the students use to complete it.
# TBL is a teaching approach which focuses on the students by asking to do meaningful activities or task.
• Why Task-Based Activity:
# Students-centered interaction
#use of authentic language in meaningful communication
#Practical and additional skill building
#Assessment based upon task nature
• Task-Based Learning:
# Task-based learning is useful for moving the focus of the learning process from the teacher to the student.
# it gives the student a different way to understanding language as a tool instead of as a specific goal.
# it can bring teaching from abstract knowledge to real world application.
The use of word “Task''is sometimes extended to include 'meta communicative task',or exercises with a focus on language form,in which learners manipulate language or formulate,generalizations about form.but a definition of task which includes an explicit focus on for seems to be so all-embracing as to cover almost anything that might happen in a classroom.
One feature of TBL,therefore,is that learners carrying out a task are free to use any language they can to achieve the outcome:language forms are not prescribed in advance.As language users,human beings haven innate capacity to work out ways of expressing meanings.Learners do not simply take note of new language input and attempt to reproduce it.The purpose of a communicative task,therefore,is to encourage the learners to develop towards creation of a meaning system.
#Skehan e.g.argues that unless we encourage a focus on form,learners will develop more effective strategies for achieving communicative goals without an accompanying development of their language system.They will develop in 'classroom dialect' which enables them to exchange meanings in spite of the shortcomings of their language.As a result they may fossilize at a relatively low level of language development.Skehan suggests that learning is prompted by the need to communicate,but argues that learning will be more efficient if:
1)There is a need to focus on accuracy within a task-based methodology.
2)There is a critical focus on language from within the task-based cycle.
TBL grows out of the more general notion of 'communicative language teaching(CLT) Hymes' notion of communicative competence encouraged a more critical look at language and sharpened awareness of the need to make language relevant to students' needs and to provide opportunity for language use in the classroom.
There were two stands to CLT.The first was to do with syllabus in terms of grammar and Lexis.second stand in CLT was methodological.there was an emphasis on language use in the classroom,and this was seen as rehearsal for language use in real world.but in general the communicative approach adopted in the classroom was a 'weak-form' of the approach.
• Common lesson sequence:
# The teachers sets up a task after a lead in activity.
#students work in pairs or small group and do the task.students rehearse and plan the language they are going to use .The teachers monitors and helps.
#students report their result to the whole class.
#students focus on the new language they needed to use to do the task ,analyse and practice it.
#students do a similar task to rein force the new language.
• Research:
Researchers are now beginning to look at the nature and content of tasks themselves.The work of pica identifies variables that generate more negotiation of meaning;these included two-way rather than one-way information flows,closed rather than open outcomes,narrative rather than expository discourse domains.A major problem ,however,is that these and similar studies have been cried out under pseudo-laboratory conditions far removed from classroom,and using de-contextualized tasks.
In one of the few classroom-based studies skehan and foster looked at the influence of affording learners time to plan a task before they carry it out,and also of the effect of teacher guidance upon that planning.Three classes were recorded doing three different types of task under varying conditions,and resulting interaction were transcribed and compared.
# Prabhu identified three broad task types:
1) Information gap
2) Reasoning gap
3) problem-solving
• Learners can be asks to:
#Give and follow instruction ;
#gather and exchange information;
#solve problem
#give informal talks in the classroom;
#take part in role play and drama activities .
• Jane willis recommends the Following sequence of activity:
In pre-task the teacher introduces and defines the topic and the learners engage in activities the help to recall or learns the words necessary for the performance of the task.and then planing stage ,where the teacher helps learners plan a public presentation of their task finding in preparation for the report to the class.after task-cycle 'language focus' phase allows time for deeper and more systematic study of language arising out of the task cycle,from the text or task recording;this can also incorporate examples from tasks and texts used in previous lesson.
• Different type of task doneby students:
#Online Quize #Blog Task
#Flipped learning #Group Task
we all are doing all the task onlinetask,fllipped learning and other.all task is very important to us.blog task is very helpful because we are all wrote the blog whatever we studied in classs. In group task communication is very important.
In flipped learning is also most important part of task.flipped learning promotes peer interaction and collaboration skills ,makes learning central rather than teaching and provide increased individualized attention.so these all the task is very important and language focus,communication,interaction,attention all are important.
Task are activities in which learners are required to draw together and extend a range of elements in their framework of knowledge and skills.
• Conclusion:
In TBL,language is used for an authentic purpose meaning which real communication should take place,and that at the stage where the learners are preparing their report for the whole class,they are forced to consider language form in general rather than concentrating on a single form.
The aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency.
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