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Task-Based Language Teaching

Johanna Dillinger, Sabrina Frank, Clara Gillmayr, Lisa Leopold

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and which allows teachers to control and regulate that process.Task-Based Language Teaching a task is “an activity which requires learners to arrive at an outcome from given information through some process of thought.“ (Prabhu 1987: 17)  tasks as the core unit of planning and instruction 2 .

Task-Based Language Teaching Draws on some aspects of CLT: • Real-life communication is essential for learning • language is used for carrying out meaningful tasks  should promote learning • meaningful language supports learning process 3 .

Key Assumptions (Feez 1998) • Focus: process rather than product • Basic elements: purposeful activities and tasks that emphasise communication and meaning • Learning happens by interacting communicatively and purposefully while engaged in the activities 4 .

are clearly defined. with some additional aspects: TBLT sees tasks as central point for activating input-output practice (…) because they: •motivate learners.TBLT shares general assumptions of Communicative Language Teaching. involve collaboration. are diversified. tolerate varieties •tasks as facilitation of learning particular aspects of language 5 . may call on past experiences. include physical activity.

sharing personal experiences. opinion exchange tasks. information-gap tasks. creative tasks. 6 . decision-making tasks. ordering and sorting. •jigsaw tasks. comparing. problem-solving tasks.Types of learning and teaching activities •listing. problem solving.

Consciousness-raising 7 . preparing learners for tasks. risk-taker and innovator Teacher Roles: Selector and sequencer of tasks.Additional Roles Learner Roles: Group participant. monitor.

Teaching Task PRE-TASK Vocabulary work: persuasion .

• Convince/Persuade the customer to buy it. • Describe its function(s). Then the pair has to prepare a brief presentation. .TASK Tools: Memory cards Each stundent gets one card 1)Think-share: Find the person who has the same card. – Leading questions: • Describe the appearance of the item.

• After all presentations the whole group has to decide which product was presented the best (Students should reason their decision) .First round a)Each team has to present their product.

new pairs have to act out a „persuasive shopping dialogue“ – customer: ‘‘worst case“ – salesperson: wants as much money as possible .Second round b)Each person gets another product.