Essay: Language Teaching and Learning in Task-Based Instruction

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¶ … language Teaching and Learning

In task-based instruction there is some misperception over the word 'syllabus' and 'curriculum', it is necessary, however, be appropriate in starting with commentaries that are terminological and their meanings. Candlin (1984: 31) made the suggestion that curriculum is involved with creating overall declarations about language learning, learning drive, knowledge, assessment, and the part and relations of learners and teachers. Syllabuses, in contrast, are more restricted and are founded on explanations and records of what really occurs at the classroom level as teachers and learners put on a given curriculum to their own condition (narrower definition). Nunan (1993:8) also concurs with Candlin and proposes:

'Curriculum' is connected with development, application, assessment,

Organization and management of education programs. 'Syllabus', conversely, emphasizes more narrowly on the assortment and grading of subject matter (Candlin, 1984).

With that said, the goal of this assignment is to describe 'task' and enlarge on the foremost values and features of Task-Based Language Teaching (TBLT). Then the researcher will refer to the advantages and disadvantages of TBLT for EFL learners and the right way of applying this approach in the educational context as well as outline possible application difficulties that are within those context

According to Willis' definition a 'task' is viewed as a "goal-oriented activity" or an activity which "involves the use of language but in which the focus is on the outcome & #8230; rather than on the language used to achieve the outcome."

Theory

Describing "task"

"By task, what is really mentioned is that it is a goal-oriented action with a clear determination. Doing a task that is communication includes attaining a result, generating a final creation that can be respected by others."

After going back "into the history of TBL, the first operators of the idea of task was N.S. Prabhu who began started working in Bangalore in South India. Prabhu had utilized TBL in extremely huge classes but grounded his teaching regarding a sequence of tasks (Willis, 2008). Prabhu "demanded that pupils were just more probable to learn language if they were discerning about a non-linguistic issue than if they were focusing on specific language types. Instead of a language form, students are offered with a task they have to achieve or an issue they have to resolve."

Task-Based Language Teaching comes as a strong growth of the Communicative Method. Even though TBL and CLT (Communicative Language Teaching) appear comparatively alike, one characteristic difference among them is that the previous emphasizes connotation as the pouring power to TB communication while the former purposes to "train pupils to utilize language systems suitably in a diversity of circumstances for a range of determinations (Ellis, 2003)."

Task-Based Language Teaching

Task-Based Language Teaching (TBLT) emphases on the capability to be able to perform a job or action that is not using an explicit teaching of grammatical format. As talked about previous, such an method makes more favorable circumstances for the growth of second language (see Robinson, 1995, 2001; Robinson et al., 1996; Rahimpour, 1995a, 1995b, 1997,1999, 2001a. 2001b, 2002a, 2000b, 2002c, 2002d).

A third approach to the analytic program design is what most people would call the task-based language teaching (TBLT) Task-based language teaching roots dispute for an logical, primarily type B syllabus. The mission in TBLT is considered key to all of instructional strategy procedure, from the documentation of learner requirements to the measurement of student attainment. A distinction is made between target tasks, which are tasks as they occur in everyday life, and pedagogic tasks, which are pulled from the target task that are sequenced to produce the task-based syllabus. It is the pedagogic errands that teachers and students really work on in the schoolroom (Long, 1989: 89).

The pedagogic tasks are actually categorized and sequenced by the gradation of difficulty (from unassuming to complex). Task difficulty is not the replication of old-style linguistic grading standards; rather it effects from task issues themselves. These might comprise the amount of phases… [END OF PREVIEW]

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