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Task-Based Language Learning: Compiled by Porntip Bodeepongse

Task-based language learning involves using activities and tasks with clear goals and outcomes to promote authentic language use. A task requires primary focus on meaning and allows learners to choose their own linguistic resources. Tasks should have non-linguistic outcomes and involve skills used in real-world communication like problem-solving or sharing experiences. An effective task-based framework exposes learners to the target language, provides motivation, and includes pre-task introduction, a task cycle of planning, reporting and language focus, and opportunities for practice.

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Porntip Bodeepongse รักในหลวง
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125 views

Task-Based Language Learning: Compiled by Porntip Bodeepongse

Task-based language learning involves using activities and tasks with clear goals and outcomes to promote authentic language use. A task requires primary focus on meaning and allows learners to choose their own linguistic resources. Tasks should have non-linguistic outcomes and involve skills used in real-world communication like problem-solving or sharing experiences. An effective task-based framework exposes learners to the target language, provides motivation, and includes pre-task introduction, a task cycle of planning, reporting and language focus, and opportunities for practice.

Uploaded by

Porntip Bodeepongse รักในหลวง
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Task-based Language Learning

Compiled by Porntip Bodeepongse

What is task-based learning?


Learning fostered through performing a series of activities using the target language as a vehicle for authentic, real world needs

What is a task?
A goal oriented activity with a clear purpose for communication to take place in order to achieve an clear defined outcome that can be appreciated by others (Willis, 1998)

Hallmarks of tasks (Ellis, 1998)


A task is a work plan involving linguistic activity. A task requires primary attention to be on meaning. A task allows learners to select the linguistic resources they will use themselves. A task requires learners to function primarily as language users rather than learners. A task has a clearly defined non-linguistic outcome.

Aspects of tasks (Ellis, 1998)


All tasks must have an outcome. Meaning comes before form. Skills form an integral part in process of achieving task goals. Types of task: listing, sorting, comparing, problem-solving, sharing personal experiences, creative tasks Language use in tasks: spontaneous & planned

Framework for TBL: Conditions for learning


Provide exposure to L2 Provide opportunities to use L2 for real communication Provide motivation for learners to engage in learning process Provide focused instruction: draw attention to language form

Components of TBL framework


Pre-task phase: introduction to topic and
task

Task cycle:
Task Planning Report

Language focus
Analysis Practice

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