definition of task-based pdagogy:

-task: four key criteria: language teaching activity, focus on meaning (create
commmunicative mesasges and understand), there is a gap in information orn opinion
gap (to agree on a particular opinion or solution), (the most central one) learners
are required to use their own resources (linguistic - itnerlanguage- or non-
linguistic resources - pictures, movement, posture --- this distiguishes task based
learning from traditional language learning)
in traditional language learning they aer given the language they need and they
just manipulate it.
there must be a communicative outcome other than the use of language for its own
sake

rationale for task-based language teaching

-assumption that the goal of language teaching should be to develop that type of
procedural knowledge that will neable learners to participate easily and naturally
in communication -- the knowldge needed is implicit
the tasks help learners develop implicit knowledge
teachers should create the conditions for language learning and communicating that
exist outside of the classroom -- replicate the same conditions
traditional language teaching engages the learner in careful controlled production
and develops explicit knowledge
there is aproblem of transfer from what they do in the classroom to hat they have
to do outside it when communicating to people
- caters to incidental language acquisition
- most of the language learning is incidental - there are limits to how much one
can learn about language intentionally

misconceptions about task-based learning:

-pair-work and group-work speakning is not task-based, its part of it -- it could
also ivolve input processing activities to perform a task
-it is an approach usedto learn four skills - not just speaking
- involves the teacher doing a task with an audience

what is the "how?" ?

-while students are engaged in accomplishing a communicative task their attention
is also being attracted to form -- focus on form
- communicative tasks are not just a device to imprve fluency or practice what they
know -- tasks create contexts to learn new language by drawing their attention to
linguistic forms while they are doing the task and focusing on meaning
--there is a primary focus on meaning, but not exclusive -- both for input and
output based tasks
-outputtasks provide an opportunity to provide corrective feedback - always without
disturbing the communicative flow of the task

-large classes - use input based tasks, its easier -- its difficult to monitor
output

-you dont give them the structure

-ppp - intentional learning - third person s / article system -- not picked up

incidentallly

-tbl is complementary -- balance