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    Jaypee de Guzman
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    Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It draws on principles of communicative language teaching. Activities that involve real communication and using language for meaningful tasks promote learning. Tasks are proposed as useful vehicles for applying these principles. Key assumptions of TBLT are that the focus is on communication and meaning through purposeful activities and tasks, and that learners acquire language through interacting communicatively while engaged in tasks. Speaking activities commonly used in TBLT include jigsaw tasks, information gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks.

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    Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It draws on principles of communicative language teaching. Activities that involve real communication and using language for meaningful tasks promote learning. Tasks are proposed as useful vehicles for applying these principles. Key assumptions of TBLT are that the focus is on communication and meaning through purposeful activities and tasks, and that learners acquire language through interacting communicatively while engaged in tasks. Speaking activities commonly used in TBLT include jigsaw tasks, information gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks.

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    15 views11 pages

    Task-Based Speaking Activities

    Uploaded by

    Jaypee de Guzman
    Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It draws on principles of communicative language teaching. Activities that involve real communication and using language for meaningful tasks promote learning. Tasks are proposed as useful vehicles for applying these principles. Key assumptions of TBLT are that the focus is on communication and meaning through purposeful activities and tasks, and that learners acquire language through interacting communicatively while engaged in tasks. Speaking activities commonly used in TBLT include jigsaw tasks, information gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks.

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    of 11

    SPEAKING

    ACTIVITIES

    TASK BASED LANGUAGE


    TEACHING
    Lic. Magda Castro
    Magdaecz@hotmail.com

    TASK 1. Discuss with your partner:


    Who speaks more in your
    classroom?
    What kind of speaking activities do
    you develop with your students?
    Why is it important to develop
    speaking skills?

    TBLT refers to an approach


    based on the use of tasks as
    the core unit of planning and
    instruction in Language
    teaching
    (Willis
    1996) presents it as a logical
    development of communicative Language
    teaching since it draws on several
    principles that formed part of the
    communicative Language teaching
    movement from the 1980s.

    Activities that involve real


    communication are essential for
    language learning.
    Activities in which language is used for
    carrying out meaningful tasks promote
    learning.
    Language that is meaningful to the
    learner supports the learning process.
    TASKS ARE PROPOSED AS USEFUL
    VEHICLES FOR APPLYING THESE
    PRINCIPLES.

    The Key assumptions of


    task- based instructions
    summarized
    by
    Feez
    (1998)
    The focus is on process rather than the product.
    Basic elements are purposeful activities and tasks that
    emphasize communication and meaning.
    Learners learn language by interacting
    communicatively and purposefully while engaged in the
    activities and tasks.
    Activities and tasks can be either:
    Those that learners might need to achieve in real life.
    Those that have a pedagogical purpose specific to the
    classroom .

    Activities and tasks of a task- based


    syllabus are sequenced according
    to difficulty.
    The difficulty of a task depends on
    a range of factors including the
    previous experience of the learner,
    the complexity of the task, the
    language required to undertake the
    task and the degree of support
    available.

    ACADEMIC TASKS
    Have four dimensions
    The
    products
    students
    are asked
    to produce

    The
    operations
    they are
    required to
    use in order
    to produce
    these
    products

    The
    cognitive
    operations
    required
    and the
    resources
    available

    The
    accountability
    system
    involved

    Conversation is the
    central focus of
    language and the
    keystone of language
    acquisition.

    SPEAKING ACTIVITIES
    Jigsaw
    tasks.
    Involves
    learners
    combining
    different
    pieces of
    information
    to form a
    whole.

    Information
    gap tasks.
    Two or
    more ss
    need to
    interact to
    complete
    each others
    piece of
    information.

    Problem
    solving
    tasks
    Ss are given
    a problem
    and a set of
    information.
    They must
    arrive at a
    solution to
    the problem

    DecisionMaking tasks
    Ss are given
    a problem
    for which
    there are a
    number of
    possible
    outcomes
    and they
    must choose
    one through
    negotiation
    and
    discussion

    Opinion
    exchange
    tasks

    Engage in
    discussion
    and
    exchange
    ideas.
    They do
    not need
    to reach
    agreement

    TASK 2.
    Choose one of the speaking tasks
    and tell what kind of speaking task it
    is and develop it with your partner.
    How would you develop it with your
    students. Share your ideas.

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