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Task based instruction method

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This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.

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[object Object],LISTING: Processes    -   Brainstorming, fact-finding. ORDERING AND SORTING: Processes   -     Sequencing, ranking, categorizing, classifying. COMPARING: Processes   -   Matching, finding similarities, finding differences. PROBLEM SOLVING: Processes     -   Analysing real or hypothetical situations, reasoning, and decision making. SHARING PERSONAL EXPERIENCES: Processes     -    Narrating, describing, exploring and explaining attitudes, opinions, reactions. CREATIVE TASKS: Processes    -     Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others (Willis 1996).
[object Object],Pre-task Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Task Cycle   Task: Students do the task, in pairs or small groups. Teacher monitors.   Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered.   Report: Some groups present their reports to the class, or exchange written reports and compare results. (Ss receive feedback on their level of success on completing the task). Language Focus Analysis: Students examine and discuss specific features of the text or transcript of the recording. Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis (Willis 1996: 38).
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