Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.
The book is based on the research and review of related literature(TBLT).It provides a deep analysis of Task Based Language Teaching methods and its procedures.The main focus of the book is to find out how far TBLT is applicable and fruitful for developing students writing skills. The Researcher has applied Interactive and genre based models for teaching writing to secondary level students. Task Based language teaching has its positive influence in the development of language skills. Moreover it provides the most flexible setting for the English as a second language learners in formal classes.The writer finds TBLT: A more apprised , Appropriate and easy method of teaching language. If a learner feels for the TASK in their classroom than he really enjoys, and engages in teaching learning activities easily but creation of authentic TASKS in the formal classes is a challenge if the teachers do not envisages TASK as an Instructional segment in the process of achieving L2 (second language) performance.
Dr. Asma Kashif Shahzad is the Head of department of Humanities, COMSATS Institute of Information Technology Vehari Campus. She has a vast experience of academics and in Research. She is the author of many research papers in various fields of English Linguistics. Hafiz Sajjad Hussain is the M.Phil Scholar of The Islamia University of Bahawalpur and the author of 3 books. He has many research papers and projects of International Research Society and the member of Oxford Linguistics Society.
The purpose of this study was to investigate teachers’ perceptions and practices of Task-Based Language Teaching (TBLT) in Awi zone three secondary schools. The data for this study were collected through questionnaires from a total of 32 teachers at three secondary schools in Awi zone. The sample of the study was taken by using convenience sampling method. In order to gather data from the subjects of the study; questionnaire, interview and class room observation were used. The internal consistency of the questionnaire proved by Cronbach’s alpha. Both qualitative and quantitative methods of data analysis were employed. SPSS version 17.0 Windows was used to analyze the results of the questionnaire. One sample t-test was used to assure whether the observed and the expected mean score differences were significant. The statistical data analysis was descriptive and inferential. Frequency, a percentage analysis and mean scores were used. The data that was gathered from the class room observation and interview were qualitatively analyzed. The analysis provided qualitative data which is exploratory, explanatory and interpretive in nature.
This book would be a helpful guide for the students and researchers who are interested in Task-based learning/teaching and wish to improve, specially the reading skill in learning/teaching English as a second language. The present book is a study done in an English Institute in Iran, on a group of students at the beginner level by whom various reading tasks have been completed during their English learning courses.The study has shown some fruitful results which could be useful for further studies in this field.
This study done by Saeed Rezaei at Allameh Tabataba''i University in Tehran focuses on the significance of two types of corrective feedback, namely recast and metalinguistic feedback, in task-based grammar instruction. The researcher provides interested readers with a thorough review of literature on corrective feedback, task-based language teaching, and grammar instruction. The theoretical and practical implications resulting from the outcome of this study are revealing for both theory seekers and language teaching practitioners. Finally, the researcher provides under-research lines for further study.
Task-based learning is an instructional method in which students complete coherently-structured activities in order to meet objectives set by the educator. This thesis illustrates learning communities as the ideal environment for a task-based learning classroom. It discusses the teacher’s role in a task-based classroom. This paper also describes three examples of tasks performed in my high school geometry classroom along with my observations of students’ interactions and discussions.
Nowadays, online learning has become a current trend in English listening teaching. Instructional designers have new and more flexible technologies in designing listening instructional model and learners have a multitude of choices. However, little research on developing models for English listening teaching has been conducted. The book, therefore, focuses on developing an instructional model for online task-based interactive listening (OTIL Model) for EFL learners that would combine the principles of practicality, knowledge and interest. Online interactive listening teaching could make students increase their language store as they listen to authentic linguistic material. Task-based approach could provide an environment which offer students more opportunities to communicate. The findings indicate that OTIL Model could serve to improve students’ listening ability. The most obvious feature of the book is its value for providing a problem-solving process to guide instructors through analysis, design, prototype, implementation, and evaluation. The research might be of help to researchers who want to develop English listening teaching via E-learning.
Teachers and learners alike have long struggled with the most appropriate procedures to solve the problem of the best way to learn a second or foreign language. Many theories and relevant applied methodologies have appeared during the last century all claiming to be superior to others in tackling the issue of L2 learning. Among the most fashionable and recent applications of Second Language Acquisition (SLA) theories has been task-based approach to language teaching and learning. The research-based book was set out to investigate whether task-oriented activities bear any superiority to those of more traditional evident in PPP (Presentation-Practice-Production) model in terms of grammar and writing gain of EFL learners. The book is intended to be of benefit to praticing EFL teachers as well as researchers in SLA.
The use of online learning together with the traditional face-to-face teaching is now becoming a global trend in English language classrooms. This book aims at investigating the impact of using the blended learning (online and face-to-face learning) approach in teaching task-based English writing on the achievement and attitude of students at tertiary level. A random sample of seventy second-year students (2009/2010) at Computer Science and Information Technology College, University of Science and Technology, Omdurman, has been chosen to carry out the experiment. Findings indicate that there is a significant relationship between using the blended learning approach and students’ attitude towards learning task-based writing. Based on the findings of this research, a series of recommendations were formulated the most important of which is that; using the blended learning approach in teaching writing at the tertiary level is highly recommended. Also, it is recommended that blended learning approach should be integrated in teaching the reading, speaking and listening skills in English at the tertiary level.
Recently, Task-Based Instruction (TBI) evolving from communicative-based pedagogy has gained considerable importance in language teaching research. This study explored teachers’ and learners’ perceptions of task-based language pedagogy and the tasks used in the foreign language classrooms of Iran. It also investigated Iranian EFL teachers’ and learners’ views on implementing TBI and the practical reasons which make them choose or avoid implementing TBI.
Since the introduction of task-based language pedagogy in the 1980s, tasks have held a central place in current second language acquisition research and pedagogy. The assumption that in a task-based syllabus, pedagogic tasks should be sequenced to increasingly approximate the demands of real-world target tasks (Robinson, 2001a, 2001b) has given rise to the concept of “task complexity”. In other words, the concept of task complexity springs from the need to establish criteria for sequencing tasks in a syllabus from simple to complex in a reasoned way that will foster interlanguage development. The present book operationalised the well-established “Triadic Componential Framework” model, also known as “Cognition Hypothesis” by Robinson (2001a, 2006) to explore the effect of task complexity manipulation and language proficiency levels and their possible interaction on L2 writing task performance. The content of this book can be especially interesting to second language acquisition researchers and practitioners working within the domain of task-based language teaching, task-based syllabus design and materials development.
The professional development programme (PDP) drew for its design on programmes recommended for their success in other contexts, but was unique for its innovatory combination of specific forms of content (‘task-based learning’) and process (a ‘coaching approach’), and for its adaptation to the needs of EFL primary school teachers in Thailand. Task-based learning (TBL) was recommended in the literature for its success in helping teachers to focus on student learning, and providing explicit practices to implement the principles of communicative language teaching (CLT) as required by the new curriculum. A coaching approach was claimed to assist teachers by clearly explaining theoretical concepts and their practical implementation at the classroom level, simplifying the steps for implementation in the classroom context and supporting teachers through the process of change.
Explores different techniques for teaching grammar including inductive and deductive approaches. Covers practising, testing, error correction and how to integrate grammar with various methodologies such as communicative language teaching and task-based learning. Sample lessons show a range of teaching approaches and grammar items in context.