Professional Documents
Culture Documents
• Focus on process;
1. Orientation Functions;
2. Organizational Functions;
3. Adaptation Functions;
4. Motivational Functions.
TBL Approaches
Theory of Theory of
learning
Language
• Tasks provide both the input and
the output.
• Task activity and achievement are
motivational.
• Learning difficulty can be
negotiated and finetuned for
particular pedagogical purposes.
DESIGN
Objectives:
• Willis (1996)
Different definitions of TASK
• Pica, Kanagy and Falodun (1993):
Jigsaw tasks
Information-gap tasks
Problem-solving tasks
Decision-making tasks
Opinion exchange tasks
Other characteristics of tasks
• One-way or two-way Concrete or abstract
• language
• Convergent or divergent
• Simple or complex
• Collaborative or processing
competitive
• Simple or complex language
• Single or multiple
outcomes • Reality-based or not reality-
based
LEARNER ROLES
Group participant
Monitor
Consciousness-Raising
Procedure
.Pretask
.Task
.Planning
.Report
.Posttask
.Pretask
Is the introduction to the topic and the task. The
teacher helps the students to understand the theme
and objectives of the task.
.ACTIVITIES
Brainstorming ideas, mime, personal experience,
read the text, think vocabulary, etc.
.Task
Is done by the students. The teacher walks
monitoring and encouraging them.
.Planning
In this stage the students prepares the next step
(Report). They make a draft of what they want to say
or write.
.Report
The teacher ask the students to report to the whole class
what they did in the task.
.Posttask listening
The students listen to a recording of fluent speakers
doing the same task, and compare the ways in which
they did the task themselves.