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    Background Knowledge of TBLT

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    yessoda
    Task-Based Language Teaching (TBLT) is a communicative language teaching approach that uses tasks as the core unit of planning and instruction. It focuses on meaningful communication through tasks that involve real-world language use and integrate all four language skills. TBLT views language as a social tool for communication and meaning-making. The teacher's role is to design and sequence tasks to motivate students, while students work in groups to complete tasks and have opportunities to focus on language form. TBLT benefits students by being more student-centered and allowing for practical skill-building through meaningful communication, but it requires more resources and responsibility from both teachers and students than traditional approaches.

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    Background Knowledge of TBLT

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    yessoda
    82 views3 pages
    Task-Based Language Teaching (TBLT) is a communicative language teaching approach that uses tasks as the core unit of planning and instruction. It focuses on meaningful communication through tasks that involve real-world language use and integrate all four language skills. TBLT views language as a social tool for communication and meaning-making. The teacher's role is to design and sequence tasks to motivate students, while students work in groups to complete tasks and have opportunities to focus on language form. TBLT benefits students by being more student-centered and allowing for practical skill-building through meaningful communication, but it requires more resources and responsibility from both teachers and students than traditional approaches.

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    TBLT approach

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    Background Knowledge of Tblt

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    Task-Based Language Teaching (TBLT) is a communicative language teaching approach that uses tasks as the core unit of planning and instruction. It focuses on meaningful communication through tasks that involve real-world language use and integrate all four language skills. TBLT views language as a social tool for communication and meaning-making. The teacher's role is to design and sequence tasks to motivate students, while students work in groups to complete tasks and have opportunities to focus on language form. TBLT benefits students by being more student-centered and allowing for practical skill-building through meaningful communication, but it requires more resources and responsibility from both teachers and students than traditional approaches.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    82 views3 pages

    Background Knowledge of TBLT

    Uploaded by

    yessoda
    Task-Based Language Teaching (TBLT) is a communicative language teaching approach that uses tasks as the core unit of planning and instruction. It focuses on meaningful communication through tasks that involve real-world language use and integrate all four language skills. TBLT views language as a social tool for communication and meaning-making. The teacher's role is to design and sequence tasks to motivate students, while students work in groups to complete tasks and have opportunities to focus on language form. TBLT benefits students by being more student-centered and allowing for practical skill-building through meaningful communication, but it requires more resources and responsibility from both teachers and students than traditional approaches.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    BACKGROUND KNOWLEDGE OF TBLT

    Task-Based language teaching (TBLT) is an approach to communicative


    language teaching because a task involves a primary specialize in meaning, real-
    world processes of language use and any of the four language skills such as
    reading, writing, speaking and listening skills. It refers that teaching efficiency is
    improved when the learners and their learning are the main target of attention rather
    than the teacher. It is a communicative approach. The aim of Task-Based Language
    teaching (TBLT) is to integrate all four skills and to move from fluency to accuracy
    plus fluency.

    Besides, Task-Based language teaching (TBLT) was presented as a logical


    development of communicative language teaching by Jane Willis and other
    proponents. As for the background, the idea of language is primarily a method of
    creating meaning. There are multiple models of language inform Task-Based
    language teaching (TBLT) which are structural, functional and interactional models of
    language. Lexical units are central in language use and learning. Conversation is
    that the central focus of language and therefore the keystone of language
    acquisition. Meanwhile, the idea of learning is that the tasks provide both the input
    and output processing necessary for language acquisition. The task activity and
    achievement are motivational while the educational difficulty is negotiated and fine-
    tuned for particular pedagogical purposes.

    Moreover, Task-Based language teaching (TBLT) benefits students because


    it is more student-centered, allows for more meaningful communication, and
    infrequently provides for practical extra-linguistic skill building. Because the tasks are
    likely to be familiar to the students and it are more likely to be engaged, which can
    further motivate them in their learning. The main target is on the method instead of
    the merchandise. The essential elements are purposeful activities and tasks that
    emphasizes communication and meaning. Learners learn language by interacting
    communicatively and purposefully while engaged in activities and tasks. As for the
    activities and tasks is either people who learners might have to achieve in reality or
    people who have a pedagogical purpose specific to the classroom. Those activities
    and task of a task-based syllabus are sequenced in step with difficulty.
    Based on the table below refers to Task-Based Language Teaching (TBLT)
    framework supports these conditions (exposure, use, motivation and instruction) in a
    classroom environment :

    EXPOSURE USE MOTIVATION INSTRUCTION


    to as rich but of the language to to listen and read in language in
    comprehensible do things in the language and example, chances
    input of real example, to speak and write to focus on form.
    spoken and written exchange in example, to
    language in use. meanings. process and use
    the exposure.

    Furthermore, teacher’s and students’ have their roles respectively. As for the
    teacher’s role that are implied are selector and sequencer of task. It defines because
    the central role of the teacher is in selecting, adapting and/or creating the tasks
    themselves and so forming these into an instructional sequence keep with learner
    needs, interests and language skill level. Besides, preparing learners for tasks is
    additionally one amongst the role. It means the activities might include topic
    introduction, clarifying task instructions, helping students learn or recall useful words
    and phrases to facilitate task accomplishment and providing partial demonstration of
    task procedures.

    Meanwhile, as for the students’ primary roles that are implied by task work are
    group participant. Many tasks are exhausted pairs or in small groups. The second
    role are monitor. In Task-Based language teaching (TBLT), tasks do not seem to be
    employed for his or her own sake but as a method of facilitating learning. Class
    activities should be designed so students have the chance to note how language is
    employed in communication. Risk-taker and innovator defines as many tasks would
    require learners to make and interpret messages that they lack full linguistic
    resources and prior experience. The abilities of guessing from linguistic and
    contextual clues, requesting clarification and consulting with other learners may
    additionally have to be developed.
    Teachers in Task-Based language teaching (TBLT) practises that any
    attention to make, in example, grammar or vocabulary, increases the chance of
    distracting learners from the task itself and caring with finding and correcting
    mistakes and/or looking up language in dictionaries and grammar references.
    Although there is also many successful structures to construct a task-based learning
    lesson, Willis 1996 recommends the subsequent sequences of activities. Within the
    pre task, during the introduction to topic and task, the teacher explores the subject
    with the category, highlights useful words and phrases, helps students understand
    task instructions and prepare. Within the task cycle, during the task phrase, students
    do the task, in pairs or small groups and therefore the teacher monitors from a
    distance. While, during the planning phrase, students prepare to report back to the
    full class either orally or in writing how they did the task, what they decided or
    discovered. During the report phrase, some groups present their reports to the
    category, or exchange written reports and compare results. The last are the
    language focus, during the analysis phrase, students examine and discuss specific
    features of the text or transcript of the recording. While, during the practise phrase,
    teacher conducts practice on new words, phrases and patterns occurring within the
    data, either during or after the analysis.

    Task-Based language teaching (TBLT) has its advantage and disadvantage


    respectively. As for the benefits, it is applicable and suitable for students of all ages
    and background. Students will have a way more varied exposure to language and
    that they are unengaged to use whatever vocabulary and grammar they know,
    instead of just the task language of the lesson. It allows meaningful communication
    and students are exposed to a full range of lexical phrases, collocations and patterns
    also as language forms. It encourages students to be more ambitious within the
    language. As for the disadvantages, Task-Based Language Teaching (TBLT)
    requires a high level of creativity and initiative on the a part of the task. It requires
    resources beyond the textbooks and related materials usually found in language
    classrooms. It is not teacher-centered and it requires individual and group
    responsibility and commit mention the a part of students. There is a risk for learners
    to realize fluency at the expense of accuracy.

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