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Task-Based Instruction (TBI). Presented as a requirement of TEFL 2. Designed by. SEPTI RIYANI & UMI KHUMAIROH. Session Outline. 1. Introduction. 2. Defining “Tasks”. 3. Task Types. 4. The Framework of TBI. 5. Teaching Principles of TBI. 6.

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  1. Task-Based Instruction (TBI) Presented as a requirement of TEFL 2 Designed by SEPTI RIYANI & UMI KHUMAIROH

  2. Session Outline 1 • Introduction 2 Defining “Tasks” 3 Task Types 4 The Framework of TBI 5 Teaching Principles of TBI 6 Teachers’ and Students’ roles 7 Advantages & Disadvantages

  3. Introduction • Task-based learning is an alternative • approach to communicate language teaching because a task involves a primary focus on meaning, real-world processes of language use and any of the four language skills.

  4. Defining “Task” “A task is an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Willis, 1996)

  5. Teacher role • Facilitator and chairperson • Sets up tasks and helps students to complete them. • Supervises the process of completing a task • Provides vocabulary needed. • Gives feedback Student role • ACTIVE participants • Has to work with other and be collaborative • Needs negotiating meaning

  6. Six Task Types by Willis

  7. Examples for Task Types Listing & Discussion

  8. The Framework of TBI PRE-TASK Introduction to topic and task TASK CYCLE Task, Planning, Report LANGUAGE FOCUS Analysis, Practice

  9. 1 Pre-task • The teacher • introduces and defines the topic • uses activities to help students recall/ • learn useful words and phrases • ensure students understand task instructions • may play a recording of others doing the same • or a similar task The students • note down useful words and phrases from the pre-task • activities and/ or the recording • - may spend a few minutes preparing for the task individually

  10. Students do the task, in pairs or small groups. Teacher monitors from a distance. • Students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or discovered. • Some groups present their reports to the class, or exchange written reports, and compare results. Task cycle 2 Task Planning Report

  11. . Language Focus 3 Practice Analysis • Teacher conducts practice of new words, phrases and pattern occurring in the data, either during or after the analysis. • Students examine and discuss specific features of the text or transcript of the recording

  12. Advantages 1. TBL is applicable and suitable for students of all ages and background. 2. Students will have a much more varied exposure to language with TBL. 3. Students are free to use whatever vocabulary and grammar they know, rather than just the task language of the lesson. 4. Allows meaningful communication. 5. Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. 6. Encourages students to be more ambitious in the language.

  13. Disadvantages • TBI requires a high level of creativity and initiative on the part of the task. • TBI requires resources beyond the textbooks and related materials usually found in language classrooms. • TBI is not teacher-centered and it requires individual and group responsibility and commit mention the part of students. • There is a risk for learners to achieve fluency at the expense of accuracy.

  14. Conclusion 1. Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom. 2. It encourages child-centered learning. 3. It helps learners develop individual differences and support learning autonomy. 4. It helps learners use language in a communicative process through authentic experience while engaging the target language.

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