Jane Eyre

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Task Based Learning

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Contens
TBL Methodology - “What is Task Based Learning”? The structural framework of TBL TBL activities - examples Main Task Intermediate level – working with texts Fiction – short stories, example of 3 5 7 10 11 14

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TBL Methodology - “What is Task Based Learning”?
Task based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world. A situation where oral communication is essential for doing a specific task. Task based learning has the advantage of getting the student to use her skills at her current level. To help develop language through its use. It has the advantage of getting the focus of the student toward achieving a goal where language becomes a tool, making the use of language a neccissity. Why choose TBL as language teaching method? We have to ask ourselves that question, because if we, as language teachers, don’t know which method we are teaching according to or if we do not think about teaching methodology in relation to the different types of learners, to levels, to materials and last but not least to the learning processes of the individual learner, we might as well not teach! Therefore, when we choose TBL, there should be a clear and defined purpose of that choice. Having chosen TBL as language teaching method, the teacher thereby recognizes that “teaching does not and cannot determine the way the learner’s language will develop” and that “teachers and learners cannot simply choose what is to be learned”. “The elements of the target language do not simply slot into place in a predictable order” (Peter Skehan 19). This means that we, as teachers, have to let go of the control of the learning process, as if there ever was one! We must accept that we cannot control what each individual learner has learnt after for example two language lessons and as Peter Skehan says “instruction has no effect on language learning” (18). In TBL the learner should be exposed to as much of the foreign language as possible in order to merely observe the foreign language, then hypothesize over it, and that is individually, and finally experiment with it. One clear purpose of choosing TBL is to increase learner activity; TBL is concerned with learner and not teacher activity and it lies on the teacher to produce and supply different tasks which will give the learner the opportunity to experiment spontaneously, individually and originally with the foreign language. Each task will provide the learner with new personal experience with the foreign language and at this point the teacher has a very important part to play. He or she must take the responsibility of the consciousness raising process, which must follow the experimenting task activities. The consciousness raising part of the TBL method is a crucial for the success of TBL, it is here that the teacher must help learners to recognise differences and similarities, help them to “correct, clarify and deepen” their perceptions of the foreign language. (Michael Lewis 15). All in all, TBL is language learning by doing.

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“TASKS are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” As defined by Willis. That means a task can be anything from doing a puzzle to making an airline reservation. A Task-Based approach to Language • allows for a needs analysis to be matched to identified student needs • is supported by the research findings of classroom-centered language learning • allows evaluation to be based on testing referring to task-based criterion • allows for form-focussed instruction So we should select topics that...
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