Task-Based Language Teaching
TBLT is often associated with Communicative Language
Teaching (CLT), both offer learners the opportunity for real-world task-use
situations. Language learning is not a
step by step process; it takes time and repetition for different aspects of the
language to be defined. Willis and Willis (2007) have stated; “language is not
a simple additive process in which learners gradually add one item after
another to their repertoire” (Willis & Willis, pg.160). Learners will undergo
various tasks that could be used in examination or in the language classroom. Teachers can implement tasks such as filling
the gap, reading skills, fun and interactional activities structured around the
four skills (reading, writing, speaking & listening). In the
well-constructed seminars specific skills and certain knowledge of the target
language are needed to understand tasks. Reading is an essential component
because instructions are generally laid out on a handout provided by the
instructor. Learners spend a lot of time using communicative approaches in
various tasks, which are enjoyable and motivating for students as they are
interacting directly with the target language. The tasks are done in pairs or
groups, the activities engage learners with real language use in a classroom
environment that is engaging and meaningful. The tasks again focus on meaning,
are cognitively complex, have a defined communicative outcome and are
real-world focused. I have used TBLT in many of my ESL lessons, tasks evening involving
something as simple as shopping at the grocery store (requested by a student)
can be used, where the task is to ask the price of a certain item in the store
and pay for it all while using the target language. I have also done tasks
involving trips to museums, skating on the canal and many other ideas; with the
world outside, teaching options are endless.
Reference:
Willis, D. & Willis, J. (2007) Doing
Task-Based Teaching. Oxford University Press
No comments:
Post a Comment