task based learning historical background (1)

TASK BASED LEARNINGHistorical Background

INTRODUCCIÓN

A look in-to Task Based Learning as language learning method.

Preceding Learning Methods

WHAT IS TASK BASED LEARNING?

Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.

DEFINITION OF A TASK

According to Rod Ellis (2007), a task has four main characteristics:[2]

A task involves a primary focus on (pragmatic) meaning.

A task has some kind of ‘gap’. The participants choose the linguistic

resources needed to complete the task. A task has a clearly defined outcome.

HISTORICAL BACKGROUND

Task-Based Learning, one of the most talked-about recent methods, can be traced back to the ‘strong’ Communicative Approach, where teaching is done entirely through communicative tasks. There is no set grammar syllabus. Focusing on language use after a task has been completed is widely accepted as an aid to acquisition, and task repetition gives students the chance to practice new language.

THE COMMUNICATIVE APPROACH

The Communicative Approach grew out of sociolinguistics in the 1970s and the view that there is more to communication than just grammar and vocabulary. Communication involves ‘communicative competence’ – the ability to make yourself understood in socially appropriate ways.

Nowadays most teachers and students take the need for real communication in class for granted, but English as a Foreign Language (EFL) history clearly shows that this has not always been the case! Within the Communicative Approach itself the precise role of communication is debated. The so-called ‘weak’ form of the approach sees communicative activities as opportunities for students to practice new language and develop fluency. A weak version of language teaching using this approach might simply mean adding more opportunities to communicate to a traditional grammar based curriculum.

THE ‘STRONG’ COMMUNICATIVE APPROACH The ‘strong’ Communicative Approach on the other hand

states that language is acquired through communication. It is not just a question of using communicative activities to activate passive knowledge of the language that has been pre-taught at an earlier stage. The belief is that communicative confidence only develops if students are thrown in at the deep end and required to carry out tasks that demand real-life communication. Rather than a communicative activity being a chance for students to show what they can do or to use what they have learned, it is through working on a task that the students learn what they need.It is impossible to make sense of current EFL teaching, especially in the west, without reference to the Communicative Approach. The weak Communicative Approach has had the most far-reaching impact on the EFL world, probably because its acceptance meant adapting rather than rejecting existing materials and methodology. The strong Communicative Approach has been very influential in the development of Task Based Learning.

REFRENCES

A Brief History of Teaching Approaches and Methods

http://compartiroposingles.bigforumpro.com/t4-a-brief-history-of-teaching-approaches-and-methods

Task-based language learningFrom Wikipedia, the free encyclopediahttp://en.wikipedia.org/wiki/Task-based_language_learning

TASK-BASED LEARNING(TBL)-A model of organising lessons.

COMPONENTS OF TBL:

Pre-task Task cycle Language focus

Teacher´s role

Planning

Report

Task

Analysis

Practice

WHAT TBL OFFERS

Motivation

Private and public

Reflection

Teacher roles and learners roles

Teacher as an

advicer

Teacher as a monitor

Teacher as a

chairperson

Preparing learners for the task

Risk-taker and

innovator

Monitor

Group participan

ts

Learners roles

GENERAL PRINCIPLES AND CHARACTERISTICS OF TBL

*It`s based on the use of tasks.*Students learn by interacting.

*It`s focused on the use of authentic language.*Errors are part of a natural learning.

*The focus is on process rather than product.

MY APPRECIATION OF TASK BASE LEARNING.

Bringing the real world into the classroom.

WHAT A TEACHER NEEDS TO HAVE ….. Ability to commuicate their love of knowledge and

learning. Kind Hearted and compassion... Great enthusiam combined with a good

imagination…. Considerable fluency with the power of speech

combined with the powers of illustration. Strong belief in the importance of instruction for the

betterment of all . Great powers of observation. Willingness to reflect and modify instruction. Your goal should not be perfection,but

improvement.

A good Rapport with the students.

WOULD YOU LIKE TO INCORPORATE SOME OF THE IDEAS PROPOSED BY THE METHOD INTO YOUR TEACHING? WHY?,WHY NOT?.

WHAT A TEACHER NEEDS

Patience

compassion

observation

knowledge

enthusiam

Communicative

WHAT A TEACHER NEEDS.

instruction

imagination

Strong belief

illustrative

willingness

understanding

Positive

rapport

TEACHER IN HARMONY.

ADVANTAGES The tasks are closer to real-life communicative

situation.

A natural context is developed from the students’ experiences with the language that is personalized and relevant to them.

Students are more motivated to absorb the language

Give teachers the opportunity to asses learners’ progress

Progress by encouraging students to plan and be more ambitious in the language they use

There is an emphasis on (problem-solving) tasks and the students’ own personalities and responsability for their own learning has to go together with more formal language work.

DISADVANTAGES

Task-based learning requires a high level of creativity and initiative on the part of the teacher. If the teachers are limited to more traditional roles or do not have time and resources to implement task-based learning teaching this type of teaching may be impossible.

Some learners revert to mother tongue when things get difficult or if the group feels impatient.

CONCLUSIONS

Historical Background.-

Underlying principles of the method.-

Activities.-

Appreciation.-

REFERENCES

http://www.teachingenglish.org.uk/articles/a-task-based-approach 

http://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htm 

The practise of English Language Teaching by Jeremy Harmer

TELL ME AND I FORGETSHOW ME AND I REMEMBERINVOLME AND I UNDERSTANDYOUR GOLD SHOULD NOT BE PERFECTION,BUT IMPROVEMENT…