Task-based Is a type of instruction that relies on the use of authentic target
Learning language to do meaningful tasks.
Method Teacher’s To help develop implicit knowledge of the language that will enable goal them to participate easily and naturally in communication Role of the role of the teacher in TBLT is approached from three teachers perspectives: (a) the teacher as mediator of the students’ language development, contributing to the effectiveness of TBLT as a pedagogical approach to second language education. (b) the teacher as a key figure in the implementation of TBLT, and thus as a change agent in the innovation of second language education. (c) the teacher as researcher, and thus as an active contributor to the development and further refinement of TBLT as a researched pedagogy. Role of the central role of the learner tends to be highlighted: Learners are students typically described as active agents who, through the performance of tasks, develop implicit and explicit second language knowledge and gradually become more proficient in comprehending and producing the target language for meaningful purposes. Teacher’s Error-correction: Teacher-based error-correction can be harmful to response to motivation and self-confidence, and ineffective for the whole class student’s of students. If students are problem-solving in groups, however, error errors in communication become evident to the whole group (peer- correction), and the teacher (functioning as a language resource) can be asked to supply the necessary language, giving “the right information to the right people at the right time.” Language Task-based language teaching (TBLT), also known as task-based focus instruction (TBI), focuses on the use of authentic language to complete meaningful tasks in the target language. The language focus provides opportunities for students to analyze and practice specific linguistic features arising from task. Teaching- A lesson planned within this framework consists of three phases: learning pre-task, task cycle and language focus. process Pre-task: The pre-task phase introduces the class to the topic and the task, activating topic-related words and phrases. Task cycle: Task -> planning -> report. In the task cycle the teacher sets up a communication task which learners are encouraged to do using the language means they already have at their disposal and then to improve that language, under teacher guidance, while planning their reports of the task. Feedback from the teacher comes when learners need it most to fulfill the task. Language focus and feedback with more practice: The last phase in the framework is language focus. During this phase students have a closer look at the language structures which have naturally turned up during the task cycle. By this phase they have already grasped the meaning of the new language and they need to focus on form. All kinds of practice activities, including different drills, are done at this stage. Some typical When using task-based learning, teachers ask their students to techniques perform tasks that resemble authentic, “real-life” situations. This approach particularly challenges students who are used to a more traditional classroom, say, focusing on analyzing, practicing, and memorizing a few irregular verbs.