Thanks to visit codestin.com
Credit goes to www.scribd.com

Scribd
Upload
46 views16 pages

Task Based Approach

The document discusses the Task-Based Language Teaching approach, which emphasizes using tasks as the core unit of planning and instruction, building on Communicative Language Teaching principles. It outlines the process-focused nature of this approach, highlighting purposeful activities that promote communication and meaning through interaction. The recommended procedure includes pre-task preparation, a task cycle involving student collaboration, and a language focus for analysis and practice.

Uploaded by

Asvag Onda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
46 views16 pages

Task Based Approach

The document discusses the Task-Based Language Teaching approach, which emphasizes using tasks as the core unit of planning and instruction, building on Communicative Language Teaching principles. It outlines the process-focused nature of this approach, highlighting purposeful activities that promote communication and meaning through interaction. The recommended procedure includes pre-task preparation, a task cycle involving student collaboration, and a language focus for analysis and practice.

Uploaded by

Asvag Onda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 16

• It refers to an approach

based on the use of tasks


as the core unit of
planning and instruction in
language teaching.

• It is presented as a logical
development of
Communicative Language
Teaching.
It was presented as a logical
development of Communicative
language teaching by Jane Willis and
other proponents.

two early applications of Task based


approach within a communicative
framework for language teaching were
the Malaysian Communicational
Syllabus (1975) and
The focus is on the process rather than the product.

Basic elements are porposeful activities and tasks that emphasizes


communication and meaning.

Learners learn language by interacting communicatively and


purposefully while engaged in activities and tasks.

Activities and tasks can be either:

A. Those that learnes might need to achieve in real life;

B. Those that have a pedagogical porpuse specific to the classroom.

Activities and task of a task-based syllabus are sequenced according


to difficulty.
Procedure
Willis 1996 recommends the following sequences of
activities:

Pre task :

Introduction to topic and task:


Teacher explores the topic with the
class, highlights useful words and
phrases, helps students understand
task instructions and prepare.
Procedure

Task cycle :

Task: Students do the task, in pairs or small groups.


Teacher monitors from a distance.
Planning: Students prepare to report to the whole class(
orally or in writing) how they did the task, what they
decided or discovered.
Report: Some groups present their reports to the class,
or exchange written reports and compare results.
Procedure

Language focus:

Analysis: Students examine and discuss specific


features of the text or transcript of the recording.

Practice: Teacher conducts practice or new words,


phrases and patterns occurring in the data, either
during or after the analysis.
References

Nunan, D. (2004) Task-based


Language Teaching. Cambridge
University Press, 2004

Skehan, Peter. A Framework for


the Implementation of Task-
Based Instruction

Richards, Jack C. - Rodgers,


Theodore S. (2001), Approaches
and Methods in Language
Teaching, Cambridge University
Press.

You might also like