TASK-BASED APPROACH IN LANGUAGE TEACHING

TASK-BASED APPROACH IN LANGUAGE TEACHING

Popularity 20th centuryDificulties and implementation

Elaborating materialsExperimental research is poor

GlobalizationNeeds

Not isolated = unique

BACKGROUND AND RATIONALE BEHIND THE “TBA” IN LANGUAGE LEARNING

•Hengalore project•SOS: (situational oral approach)•To create conditions•Language is percived as close to reality.•No isolated, as social basis according to vygotsky.•Content is important but interaction is still more important.

LANGUAGE LEARNING AS A PROCESS Language will be reached (subsconciously) Holistic: object and process of learning converge in

a single event. Task in the real world: language is limited. Logic and effect: any cause produces a specific

effect and any effect is the result of a specific cause.

Acording to Breen:1. New views of language2. New views on teaching methodology3. New views on the contribution of the learners to

the learning process4. New views on how to plan teaching and learning.

WHAT IS A TASK?

According to Shekan:

Set of activities: cognitive and communicative.

Meaning is primary.There is a problem to solve.The performance is outcome

evaluated.There is a real world relationship.Procedure and goals.

TASKS

May contribute to the production of a more refined and completed foreign

language syllabus.

Help students and teachers focusing their attention on meaning and communicative

language usage.

“It is the hundred and one things people do in everyday life, at work

and at play”

EXAMPLES OF TASK BASED

Dressing a child. Buying a pair of shoes. Making an airline reservation. Borrowing a library book. Taking a driving test. Taking a hotel reservation. Finding a street and helping someone across

a road. Daily routine.

REAL WORLD TASKS AND CLASSROM TASKS

A TBA takes real world tasks as the pedogogical action. ( In which way could real world tasks work?

Language use may not be necessary at all for performing some tasks.

Sequencing of activities Physical and cognitive resources.

COMPLEXITY AND SEQUENCING OF TASKS

On the basis these set of criteria: The relative familiarity of the task to the learner´s

current communicative knowledge and abilities. The relavite inherent complexity of the task in

terms of the demands placed upon a learner. These criteria will be planning: First , the identification of learning problems as

they arise. Second, the prioritising of particular problems and

the order in which they may be dealt. Third, the identification of appropriate learning

tasks which address the problem areas.

A BALANCED CRITICISM

Grammar and form traditionally teaching. Not expect to become native language

learners or native language speakers. Intrucction is not the only tool (perfect tool)

for learning. TBA must be included within the inductive

methods through practice. Direct method, audiolingual method and

approaches called communicative are also inductive.

CONCLUSION

the new TBA make emphasis on the communicative learning or teaching of languages is not new moreover,the history of teaching languages offer a long list of methods to teach and learn languages.

on the other hand, the TBA adds useful elements and contributes to the communicative language teaching with valuable procedures.

THANK YOU

LEONARDO MACAGUE

LUIS EDUARDO PIRAQUIVE

DIEGO USECHE