Transcript The Advantage and Drawbacks of Task

The report of
Task-Based Learning
兒二甲 109614014
兒二甲 109614016
兒二甲 109614033
國三甲 9501024
國三甲 9501022
劉芊妤
林信鏵
徐雅玲
陳佳瑜
楊丞瞱
Introduction of TBL
兒二甲 109614016 林信鏵
What is the TBL?





Use “Task” as the basic teaching strategy
Derived from Communicative Language
Teaching
Complete various kinds of interactive tasks.
Students can meet, learn and use the target
language.
Variety and a sense of security.
Teacher role of TBL
•
•
•
•
Teacher plays as “Facilitator”, namely
promoter.
Set up tasks, make students understand, get
on with them, and end tasks
Teacher emphasizes on fluency and outcome,
not accuracy.
After the task, the teacher is “language
guide.”
Origin of TBL
•
•
•
•
•
•
•
On 1970s, CLT is a popular way of teaching.
Realistic and interactive activities can do CLT well.
Those activities were called “tasks.”
This term became a conception of new teaching
strategy.
On 1980s, TBL was formed and became widespread.
On 1996, Jane Wiillis wrote a book “A framework for
Task-Based Learning”.
For now, student is still affected by TBL.
Principles of TBL
1.
2.
3.
4.
5.
6.
Emphasize on learning progress, not learning
result
Interactive, meaningful, purposeful activities or
tasks
No series of language item
Learn language through interactive activities.
It can facilitate learning progress
It can be use in learner’s daily life
Principles of TBL
5.
6.
7.
8.
Student has a chance to input and output the
language
TBL schemes should be ordered in terms of to
their difficulty
The difficulty is depended on student’s
background knowledge and task’s complexity.
It must arouse one’s learning motivation.
Teaching Strategies
兒二甲 109614014 劉芊妤
Three Sections of TBL



Pre-task
Task cycle
Language focus
Pre-task



Introduce the topic and task to students
Involve brainstorming, introduction of
useful words and phrases
Present a model of the task
Pre-task→Task Cycle→Language Focus
Task Cycle




Task
Planning
Report
Optional post-task listening
Pre-task→Task Cycle→Language Focus
Task




Students do the task
The teacher monitors from a distance,
encouraging students to communicate in
target language
Mistakes do not matter
Listing, ordering and sorting, comparing,
problem solving, sharing personal
experience and creative tasks
Planning


Students prepare to report to the whole
class
The teacher helps them correct errors
Language Focus


Analysis
→focus on language forms
Practice
→practice new words, phrases
and patterns
Pre-task→Task Cycle→Language Focus
Lesson plan
國三甲 9501022 楊丞瞱
Environment & Material
國三甲 9501024 陳佳瑜
Strategy of task-based Learning
Deep-end strategy
•Pre-task
to introduce the topic and the task
• Task cycle
students try to achieve their objectives
• Language focus
teacher gives some feedbacks that
motivates students to strive for accuracy
Environment & Material
Environment
•
•
•
•
Team work
exchange the information
Students are the center of the class
freely use their language.
Material
• books, videos, magazines or Internet
• fruit cards
Comment
兒二甲 109614033 徐雅玲
Advantages




A task-based lesson offers more
opportunities for the students.
The teacher can also be more open to the
needs of the students.
The task usually requires the selection of
some objects as an outcome.
During the task, students are allowed to use
whatever language they want.
Disadvantages



TBL firmly based on the findings of current
theory and research, can not be continuous.
TBL offers a different rationale for the use
of tasks as well as different criteria for the
design and use of tasks.
It is significantly less effective for the
systematic teaching of new language.


TBL holds some dangers if implemented
carelessly.
Learners put great emphasis on
communicating meanings, but not
necessarily worry about the exact form that
they use.
Conclusion
兒二甲 109614033 徐雅玲



Learner engagement is the basic condition
of education.
Task-based Teaching has remained a
potentially fertile approach for many
ESL/EFL teachers.
Task-based model is an attractive and
liberating one.


Task-based Teaching is classified within the
conversational and/or natural approach.
The TBL adds useful elements and
contributes to the communicative language
teaching with valuable procedures.