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Task-Based Language Teaching Approach

Task-Based Language Teaching Approach . An Overview of the Research and Methods. Tania Todd Undergraduate Honors Thesis Professor Tania Ivanova -Sullivan Thesis Advisor. Understanding SLA. Recent SLA research based on L1 acquisition SLA depends on many factors Importance of interaction

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Task-Based Language Teaching Approach

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  1. Task-Based Language Teaching Approach An Overview of the Research and Methods Tania Todd Undergraduate Honors Thesis Professor Tania Ivanova-Sullivan Thesis Advisor

  2. Understanding SLA • Recent SLA research based on L1 acquisition • SLA depends on many factors • Importance of interaction • Proficiency • Balance of fluency and accuracy • Including pragmatics (language use in context) • All four competencies

  3. Characteristcs of CLT and TBLT • Communication is the primary focus • Characteristics (Tagliante 2006) • Learner-centered • Communicative competence (competencies, pragmatics, strategies, negotiation of meaning) • Communicative activities • Errors are positive • Rich and varied vocabulary • Implicit grammar- structure learned through communication

  4. Task-Based Language Teaching (TBLT) • Strong form of CLT- tasks facilitate meaningful communication and interaction • Focus on performance, authenticity, real-life outcomes • Strong form of TBLT: tasks are the center of teaching • Weak form of TBLT: tasks serve to reinforce • More balance of accuracy and fluency • Proper development of grammar

  5. TBLT: Definition of Task • Classroom undertaking intended to result in pragmatic language use • Criteria • Meaning is primary • Communication problem to solve • Comparable to real-world activities • Task completion is a priority • Assessment based on task outcome/completion • Students participate in assessment • Tests authentic language use • Flexibility • Unpredictable • Process, not product

  6. TBLT: The Task Cycle • Pre-task • Introduce topic, linguistic forms and target language, examples • Task • Carry out task, report • Group work: interaction, negotiation of meaning, tutoring environment • Post-task • Performance, focus on form, restructuring of task

  7. Sample Task

  8. Relevance to CAPS tutoring • Language tutors • Understanding methods/approaches currently used at UNM • Ideas for implementing SLA research into tutoring • Using tasks in conversation groups

  9. Questions? Comments? • Bibliography available upon request • ttv_66@hotmail.com

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