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Major approaches to ELT- suitability of TBL in the Hong Kong ’s School Contexts

Major approaches to ELT- suitability of TBL in the Hong Kong ’s School Contexts. Chan Ching Yi 10401288 Wong Wing Ka 1040 6026 Chan Ka Man Mandy 10401253. Guiding question s. From teachers’ perspective : 1. Do you support the implementation of TBL? Why?

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Major approaches to ELT- suitability of TBL in the Hong Kong ’s School Contexts

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  1. Major approaches to ELT-suitability of TBL inthe Hong Kong’s School Contexts Chan Ching Yi 10401288 Wong Wing Ka 10406026 Chan Ka Man Mandy 10401253

  2. Guiding questions • From teachers’ perspective: 1. Do you support the implementation of TBL? Why? 2(a). If yes, what would you do to facilitate it? 2(b). If no, what do you prefer to implement? • From students’ perspective: 1(a). Do you like to learn English by TBL? Why? Why not? 1(b). If no, what is your preferable way to learn English? • From the perspective of schools: 1. Do you support the implementation of TBL? Why? 2(a). If yes, how do you implement it or support the implementation in your school? 2(b) If no, what are the other preferable implementations?

  3. Definition of TBL Emphasize communication of meaning rather than study of grammatical form as the starting point for learning activities. Skehan’s (1998) concept of TBLL: Meaning is primary Some communication problem to solve Some sort of relationship to comparable real-world activities Task completion The assessment of the task is in terms of outcome. The learning process as a set of communicative tasks that are directly linked to the curricular goals they serve

  4. Popularity of TBL in East Asia Since 1980s dominant model – CLT Nunan (2003) 7 countries in East Asia subscribe to principles of CLT and TBL Hong Kong, China, Korea Philippines, Indonesia, Japan and Thailand Concept of ‘learning through task’

  5. TBL in Hong Kong Since 1990s Curriculum Development Council 1997 for primary school 1999 for secondary school Current situation Does not seem to be firmly embedded The value and beliefs of teachers not congruent with the principles of TBLT

  6. Implementation Define the learning outcomes Specify the task Use general communication (unfocused tasks) Communicate using specific grammatical structures (focused tasks) Usually these activities come early in the teaching cycle, to be followed later by work on the language system. TBL is usually used in information gap activities, sharing information or giving views on a topic.

  7. lesson using TBL • LESSON STAGES: • Introduction • Class / group discussion led by the teacher. • You may need to adjust the difficulty of the task to the level of your students. • Post-discussion • Teacher led feedback. • Teacher summarize and introduce the language focus • Language Focus • Gap-filling exercise. • Recall exercises. • Controlled practice • Learners produce sentences based on target patterns. • Patterns are repeated to facilitate retention

  8. Difficulties in implementation Classroom management Some students may depend on their groupmates in the group works. New learning may yet be lost if the lesson did not include sufficient planning. Difficult to implement where classes are large and space is limited. Incompatibility with public assessment demands. Students may stay within the narrow confines of familiar words and forms.

  9. From teachers’ perspective: 1. Do you support the implementation of TBL? Why? 2(a). If yes, what would you do to facilitate it? 2(b). If no, what do you prefer to implement?

  10. Role of teachers in TBL (Curriculum Development Council, 1999) Identify learners’ needs Create the best possible conditions for learning Never dominate classroom interaction Motivate the learners Give feedback tactfully and positively Individual learners in the groups should be given recognition

  11. From students’ perspective: 1(a). Do you like to learn English by TBL? Why? Why not? 1(b). If no, what is your preferable way to learn English?

  12. TBL from the perspective of students_1

  13. TBL from the perspective of students_2

  14. From the perspective of schools: 1. Do you support the implementation of TBL? Why? 2(a). If yes, how do you implement it or support the implementation in your school? 2(b) If no, what are the other preferable implementations?

  15. References Curriculum Development Council. (1999). Syllabuses for secondary school: English language (Secondary 1-5). Hong Kong: The Government Printer. David Carless (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. Ellis, Rod (2003). Task-based Language Learning and Teaching. Oxford. New York: Oxford University Press. Littlewood,W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40 (3), 243-249.

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