task-based language teaching
TRANSCRIPT
Master MEEF, November 2014
Task-based language teaching
Shona Whyte
❖ grammar-translation
❖ communicative language teaching (CLT)
❖ task-based language teaching (TBLT)
Different approaches to teaching
❖ activities: what do we do in class?
❖ method: how do we decide what to teach?
❖ grammar: what role is given to grammar?
❖ topics: what type of content is selected?
❖ competences: what should learners be able to do?
Different aspects of language teaching
Grammar-translation CLT TBLT
activitiescarefully sequenced
presentation of grammatical rules to develop declarative knowledge (ability to recite
definitions and rules)
focus on the development of procedural knowledge (ability
to participate in interaction and interpret and negotiate
meaning)
focus on participation in cognitively challenging, goal-
oriented activities involving active collaboration with other learners
methodcontrastive analysis (close comparison) of native and second language features
(grammar, vocabulary, pronunciation)
exposure to a wide range of authentic samples of the target
language, selected for meaning rather than for exemplars of a particular
grammatical structure
exposure to a wide range of authentic samples of the target
language, selected for their relevance to a specific learning task
grammar
prioritisation of grammar rules and vocabulary over meaning, often involving
techniques such as drilling and memorisation of
decontextualised language patterns
prioritisation of meaningful communication and
interaction over drilling and memorisation of grammar and
vocabulary
feedback on language production which encourages reflection on
target language forms and discrepancies with learner
production
topicsfocus on reading and writing
in the target language, including the analysis of
literary and other culturally marked texts.
selection of teaching and learning topics and activities based on learners’ needs and interests rather than on the
target language culture.
selection of teaching and learning topics and activities based on real-world tasks learners are likely to
engage in rather than in relation to target language cultures.
competencesuse of translation to verify
linguistic competence: comprehension and mastery of grammar and vocabulary
participation in speaking and listening activities as well as reading and writing in order
to develop sociolinguistic and strategic competence
participation in activities involving the noticing of linguistic form
(grammar, vocabulary, pronunciation) as well as the
negotiation of meaning; subordination of language skills
(e.g., reading, speaking) to the task
Grammar-translation CLT TBLT
activities
carefully sequenced presentation of
grammatical rules to develop declarative
knowledge (ability to recite definitions and
rules)
focus on the development of
procedural knowledge (ability to participate
in interaction and interpret and negotiate
meaning)
focus on participation in cognitively challenging, goal-oriented activities
involving active collaboration with other
learners
method
contrastive analysis (close comparison) of
native and second language features
(grammar, vocabulary, pronunciation)
exposure to a wide range of authentic
samples of the target language, selected for meaning rather than
for exemplars of a particular grammatical
structure
exposure to a wide range of authentic samples of the target language, selected for their relevance to a specific learning task
Grammar-translation CLT TBLT
activities
carefully sequenced presentation of
grammatical rules to develop declarative
knowledge (ability to recite definitions and
rules)
focus on the development of
procedural knowledge (ability to participate
in interaction and interpret and negotiate
meaning)
focus on participation in cognitively challenging, goal-oriented activities
involving active collaboration with other
learners
method
contrastive analysis (close comparison) of
native and second language features
(grammar, vocabulary, pronunciation)
exposure to a wide range of authentic
samples of the target language, selected for meaning rather than
for exemplars of a particular grammatical
structure
exposure to a wide range of authentic samples of the target language, selected for their relevance to a specific learning task
Grammar-translation CLT TBLT
activities
carefully sequenced presentation of
grammatical rules to develop declarative
knowledge (ability to recite definitions and
rules)
focus on the development of
procedural knowledge (ability to participate
in interaction and interpret and negotiate
meaning)
focus on participation in cognitively challenging, goal-oriented activities
involving active collaboration with other
learners
method
contrastive analysis (close comparison) of
native and second language features
(grammar, vocabulary, pronunciation)
exposure to a wide range of authentic
samples of the target language, selected for meaning rather than
for exemplars of a particular grammatical
structure
exposure to a wide range of authentic samples of the target language, selected for their relevance to a specific learning task
Grammar-translation CLT TBLT
activities
carefully sequenced presentation of
grammatical rules to develop declarative
knowledge (ability to recite definitions and
rules)
focus on the development of
procedural knowledge (ability to participate
in interaction and interpret and negotiate
meaning)
focus on participation in cognitively challenging, goal-oriented activities
involving active collaboration with other
learners
method
contrastive analysis (close comparison) of
native and second language features
(grammar, vocabulary, pronunciation)
exposure to a wide range of authentic
samples of the target language, selected for meaning rather than
for exemplars of a particular grammatical
structure
exposure to a wide range of authentic samples of the target language, selected for their relevance to a specific learning task
Grammar-translation CLT TBLT
grammar
prioritisation of grammar rules and vocabulary over meaning, often involving
techniques such as drilling and memorisation
of decontextualised language patterns
prioritisation of meaningful
communication and interaction over
drilling and memorisation of
grammar and vocabulary
feedback on language production which
encourages reflection on target language forms and discrepancies with
learner production
topics
focus on reading and writing in the target
language, including the analysis of literary and other culturally marked
texts.
selection of teaching and learning topics and activities based on learners’ needs
and interests rather than on the target language culture.
selection of teaching and learning topics and
activities based on real-world tasks learners are likely to engage in rather than in relation to target
language cultures.
Grammar-translation CLT TBLT
grammar
prioritisation of grammar rules and vocabulary over meaning, often involving
techniques such as drilling and memorisation
of decontextualised language patterns
prioritisation of meaningful
communication and interaction over
drilling and memorisation of
grammar and vocabulary
feedback on language production which
encourages reflection on target language forms and discrepancies with
learner production
topics
focus on reading and writing in the target
language, including the analysis of literary and other culturally marked
texts.
selection of teaching and learning topics and activities based on learners’ needs
and interests rather than on the target language culture.
selection of teaching and learning topics and
activities based on real-world tasks learners are likely to engage in rather than in relation to target
language cultures.
Grammar-translation CLT TBLT
grammar
prioritisation of grammar rules and vocabulary over meaning, often involving
techniques such as drilling and memorisation
of decontextualised language patterns
prioritisation of meaningful
communication and interaction over
drilling and memorisation of
grammar and vocabulary
feedback on language production which
encourages reflection on target language forms and discrepancies with
learner production
topics
focus on reading and writing in the target
language, including the analysis of literary and other culturally marked
texts.
selection of teaching and learning topics and activities based on learners’ needs
and interests rather than on the target language culture.
selection of teaching and learning topics and
activities based on real-world tasks learners are likely to engage in rather than in relation to target
language cultures.
Grammar-translation CLT TBLT
grammar
prioritisation of grammar rules and vocabulary over meaning, often involving
techniques such as drilling and memorisation
of decontextualised language patterns
prioritisation of meaningful
communication and interaction over
drilling and memorisation of
grammar and vocabulary
feedback on language production which
encourages reflection on target language forms and discrepancies with
learner production
topics
focus on reading and writing in the target
language, including the analysis of literary and other culturally marked
texts.
selection of teaching and learning topics and activities based on learners’ needs
and interests rather than on the target language culture.
selection of teaching and learning topics and
activities based on real-world tasks learners are likely to engage in rather than in relation to target
language cultures.
Grammar-translation CLT TBLT
competences
use of translation to verify linguistic
competence: comprehension and mastery of grammar and
vocabulary
participation in speaking and
listening activities as well as reading
and writing in order to develop
sociolinguistic and strategic
competence
participation in activities involving
the noticing of linguistic form
(grammar, vocabulary,
pronunciation) as well as the
negotiation of meaning;
subordination of language skills (e.g., reading, speaking) to
the task
Grammar-translation CLT TBLT
competences
use of translation to verify linguistic
competence: comprehension and mastery of grammar and
vocabulary
participation in speaking and
listening activities as well as reading
and writing in order to develop
sociolinguistic and strategic
competence
participation in activities involving
the noticing of linguistic form
(grammar, vocabulary,
pronunciation) as well as the
negotiation of meaning;
subordination of language skills (e.g., reading, speaking) to
the task
Grammar-translation CLT TBLT
competences
use of translation to verify linguistic
competence: comprehension and mastery of grammar and
vocabulary
participation in speaking and
listening activities as well as reading
and writing in order to develop
sociolinguistic and strategic
competence
participation in activities involving
the noticing of linguistic form
(grammar, vocabulary,
pronunciation) as well as the
negotiation of meaning;
subordination of language skills (e.g., reading, speaking) to
the task
Grammar-translation CLT TBLT
competences
use of translation to verify linguistic
competence: comprehension and mastery of grammar and
vocabulary
participation in speaking and
listening activities as well as reading
and writing in order to develop
sociolinguistic and strategic
competence
participation in activities involving
the noticing of linguistic form
(grammar, vocabulary,
pronunciation) as well as the
negotiation of meaning;
subordination of language skills (e.g., reading, speaking) to
the task
Grammar-translation CLT TBLT
activitiescarefully sequenced
presentation of grammatical rules to develop declarative knowledge (ability to recite
definitions and rules)
focus on the development of procedural knowledge (ability
to participate in interaction and interpret and negotiate
meaning)
focus on participation in cognitively challenging, goal-
oriented activities involving active collaboration with other learners
methodcontrastive analysis (close comparison) of native and second language features
(grammar, vocabulary, pronunciation)
exposure to a wide range of authentic samples of the target
language, selected for meaning rather than for exemplars of a particular
grammatical structure
exposure to a wide range of authentic samples of the target
language, selected for their relevance to a specific learning task
grammar
prioritisation of grammar rules and vocabulary over meaning, often involving
techniques such as drilling and memorisation of
decontextualised language patterns
prioritisation of meaningful communication and
interaction over drilling and memorisation of grammar and
vocabulary
feedback on language production which encourages reflection on
target language forms and discrepancies with learner
production
topicsfocus on reading and writing
in the target language, including the analysis of
literary and other culturally marked texts.
selection of teaching and learning topics and activities based on learners’ needs and interests rather than on the
target language culture.
selection of teaching and learning topics and activities based on real-world tasks learners are likely to
engage in rather than in relation to target language cultures.
competencesuse of translation to verify
linguistic competence: comprehension and mastery of grammar and vocabulary
participation in speaking and listening activities as well as reading and writing in order
to develop sociolinguistic and strategic competence
participation in activities involving the noticing of linguistic form
(grammar, vocabulary, pronunciation) as well as the
negotiation of meaning; subordination of language skills
(e.g., reading, speaking) to the task
❖ grammar-translation doesn’t produce learners who can use the target language spontaneously in communication
❖ communicative language teaching (CLT) produces learners who are fluent but not accurate users of the target language
❖ task-based language teaching (TBLT) offers better prospects for producing fluent and accurate users of the target language
Second research shows:
Task-based language teachingRod Ellis
❖ tasks involve a plan for learning activity
❖ they have a primary focus on making meaning
❖ they engage with real-world authentic language use
❖ they focus on any or all of the four language skills
❖ they engage learners in cognitive skills in order to accomplish them
❖ they have a defined communication-based learning outcome
a task is an activity which requires learners to use language, with emphasis on meaning, to attain an
objective
(Bygate, Skehan, & Swain, 2001, p.11)
Definitions
a task is a workplan that requires learners to process language pragmatically in order to achieve
an outcome that can be evaluated in terms of whether the correct or appropriate propositional
content has been conveyed.(Ellis, 2003)
Definitions
an activity in which people engage to attain an objective, and which involves the meaningful use
of language
(Van den Branden, Van Gorp, & Verhelst (2007)
Definitions
view TBLT as a continuum, stretching from concerns with the design and adoption of tasks in
classroom practice, to the development of task-based language syllabi and curricula
(Thomas and Reinders, 2010)
Definitions
Teacher and learner roles
❖ teacher must “respond spontaneously to the learner’s unpredictable “in-flight” linguistic needs” (Thornbury, 1998, p. 112)
❖ the role of the teacher is to react to whatever language emerges as important, and then help learners address the gap which has been noted (Skehan, 2003b, p. 10)
Teacher and learner roles
❖ task-based teaching calls for the classroom participants to forget where they are and why they are there and to act in the belief that they can learn the language indirectly through communicating in it rather than directly through studying it (Ellis, 2006)
Teacher and learner roles
❖ “The teacher has to be ready to provide the unpredictable help that will be required. This presupposes a broader type of readiness for almost anything to occur, compared to the more comfortable ability to prepare for the pre-ordained structure-of-the-day. Small wonder, then, that many teachers shy away from this approach.”
(Skehan, 2003, p. 11)
Examples
❖ English teaching activity stereotypes in fairy tales
❖ Spanish teaching activity "Me gustas tú" de Manu Chao
❖ German teaching activity Virtual Christmas cards
❖ Spanish teaching activity Christmas
http://mathguiglielmi.weebly.com/seacutequence-1
http://sandritaruiz.weebly.com/cultura-hipaacutenica.html
deutschunterricht.weebly.com/traveil-en-classe.html
http://lidice.weebly.com/mes-premiers-jours-de-cours.html