Task- Based Language Teaching
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PPT By: Stephanie Hanson University of Illinois
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Task- Based Language Teaching
- 2. Task-Based Language Teaching Stephanie Hanson University of Illinois
Notes de l'éditeur
- Discuss (easy) solutions to each student comment above.
- “ Changing Perspectives in English Instruction and Assessment” Change from grammar/translation to communicative approach TBLT uncommon in EFL contexts
- An activity or action which is carried out as the result of processing or understanding language (i.e., as a response)… A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of different kinds of tasks in language teaching is said to make language teaching more communicative … since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.
- any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task… a range of workplans which have the overall purpose of facilitating language learning – from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision making
- Clarification requests “Do you mean…” Comprehension checks “Do you understand?” Requests for help “what is the word…”
- 1. Not possible to sit by and let other members of group do the work 2. Everyone in group produces and comprehends (aka multi-party task) 3. Limited outcome(s). Learners work together more to get right answer. If many answers, everyone can work individually to get their own answer. 4. More interaction if working toward common goal. Divergent goals can work individually to achieve.
- Job taped on each student’s back Mingle and ask questions to guess job Answer other student’s questions
- Students design business card for themselves, exchange information with partner
- Small groups – one for each question Group decides what question means, and what constitutes good answer (or example) Present to class for everyone to learn about all questions
- Listening practice Visual cues (body language in interview) Discuss comprehension questions with partner or small groups
- Each group has one type of question, works to understand their questions and think of good answers. Become experts on their questions. Rearrange groups – expert for each question type to share questions and answers with others, and learn other questions from others Past: Why did you choose your college major? What is the biggest project you ever had to plan? Describe a volunteer, work or school experience you held a leadership position. Future: What are your short term and long term goals? What do you see yourself doing 5 years from now? Work behavior: How do you handle stressful work situations? In what type of work environment are you most comfortable? Why you want this job: Why are you interested in working with this company? Why do you want this job? What do you know about our company?
- Each student has one tip. Must mingle to share tip and complete chart with other tips, deciding where tip goes in chart.
- Choose questions we’ve worked on to ask another student.
- Videotaped with career counselor or colleagues or teacher
- Discuss (easy) solutions to each student comment above.