Hello
Readers,
This blog is a part of ELT classroom activity. my views on the following research paper are presented in this blog.
Task based language learning
written by Dave Willis and Jane Willis.
Task based language learning (TBL) is part of Communicative language teaching (CLT). Most approach to language teaching can be described As "Form based". such approaches analyses the language into an inventory of forms which can then be presented to the learner and practised as a series of discrete items. There is an assumption that there is a direct relationship between "input" and "intake", that what is presented can be mastered directly and will, as a result of that mastery, become a part of the Lerner's usable repertoire.
In contrast to form based approaches, task based learning involves the specification not of a sequence of language items, but of a sequence of communicative task to be carried out in the target language items. center to the notion of a communicative task is the exchange meanings.
Nunan :
defines a communicative task as a " piece of classroom work which involves learners in comprehending, manipulating, production or interacting in the target language while their attention is principally focused on meaning rather then form.
J.Willis:
defines a task as an activity 'where the target language is used by the Lerner for a communicative purpose in order to achieve an outcome.Here the nation of meaning is subsumed in outcome. Language in a communicative task is seen as bringing about an outcome through the exchange of meaning.
The use of the word 'task' is something extended to include "meta communicative" task, or experience with a focus on language form, in which learners manipulate language or formulate generation about from. But a definition of task which includes an explicit focus on form seems to be so all embracing as to cover all most anything that might happen in a classroom. we therefore restrict our use of the term task to communicative tasks and exclude meta communicative tasks from definition.
Skehan suggest that learning is prompted by the need to communicate, but argues that learning will be more efficient if:
1) There is a need to gf focus on accuracy within a task based methodology.
2) There is a critical focus on languages from within the task based cycle.
Prabhu(1987) identified three broad task types:
- Information gap,
- reasoning gap and
- problem solving.
Sterm (1992) offers similarly useful typology.
-give and follow instructions;
-gather and exchange information;
-solve problems;
-give informal talks in the classroom;
-take part in role play and drama activities.
In the past, tasks have been used for two distinct purpose: for research and pedagogy; the former to generate learner language data to allow investigation into Interlanguage development, and the latter to give letter to give learners opportunities to use language freely to express their meaning.
SLA research suggests overwhelmingly that language learning is a developmental process, which cannot be consciously controlled or predicted by teachers and learner. It seems that language learning in the sense of acquiring the ability to use the languages spontaneously is powerfully driven by natural processes. But it also seems that process can be sharpened and rendered more efficient by an appropriate focus on form.
Thank you.
Readers,
This blog is a part of ELT classroom activity. my views on the following research paper are presented in this blog.
Task based language learning
written by Dave Willis and Jane Willis.
Task based language learning (TBL) is part of Communicative language teaching (CLT). Most approach to language teaching can be described As "Form based". such approaches analyses the language into an inventory of forms which can then be presented to the learner and practised as a series of discrete items. There is an assumption that there is a direct relationship between "input" and "intake", that what is presented can be mastered directly and will, as a result of that mastery, become a part of the Lerner's usable repertoire.
In contrast to form based approaches, task based learning involves the specification not of a sequence of language items, but of a sequence of communicative task to be carried out in the target language items. center to the notion of a communicative task is the exchange meanings.
Nunan :
defines a communicative task as a " piece of classroom work which involves learners in comprehending, manipulating, production or interacting in the target language while their attention is principally focused on meaning rather then form.
J.Willis:
defines a task as an activity 'where the target language is used by the Lerner for a communicative purpose in order to achieve an outcome.Here the nation of meaning is subsumed in outcome. Language in a communicative task is seen as bringing about an outcome through the exchange of meaning.
The use of the word 'task' is something extended to include "meta communicative" task, or experience with a focus on language form, in which learners manipulate language or formulate generation about from. But a definition of task which includes an explicit focus on form seems to be so all embracing as to cover all most anything that might happen in a classroom. we therefore restrict our use of the term task to communicative tasks and exclude meta communicative tasks from definition.
Skehan suggest that learning is prompted by the need to communicate, but argues that learning will be more efficient if:
1) There is a need to gf focus on accuracy within a task based methodology.
2) There is a critical focus on languages from within the task based cycle.
Prabhu(1987) identified three broad task types:
- Information gap,
- reasoning gap and
- problem solving.
Sterm (1992) offers similarly useful typology.
-give and follow instructions;
-gather and exchange information;
-solve problems;
-give informal talks in the classroom;
-take part in role play and drama activities.
In the past, tasks have been used for two distinct purpose: for research and pedagogy; the former to generate learner language data to allow investigation into Interlanguage development, and the latter to give letter to give learners opportunities to use language freely to express their meaning.
SLA research suggests overwhelmingly that language learning is a developmental process, which cannot be consciously controlled or predicted by teachers and learner. It seems that language learning in the sense of acquiring the ability to use the languages spontaneously is powerfully driven by natural processes. But it also seems that process can be sharpened and rendered more efficient by an appropriate focus on form.
Thank you.
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