2003 Task-Based Language Teaching and Learning ( Oxford: Oxford University Press). Google Scholar Ellis, R., H. Basturkmen and S. Loewen 2001 ' Learner Uptake in Communicative ESL Lessons ', Language Learning 51: 281 - 318. Download Professor Ellis’ slides from this link: Methodology of Task-Based Language Teaching. Rod Ellis is visiting the University of Central Lancashire (UClan) Preston and Dr. Michael Thomas arranged for Professor Ellis to be available in Adobe Connect for a webinar followed by a question and answers session.

Task-based language teaching ( TBLT), also known as task-based instruction ( TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms.

This makes TBLT especially popular for developing target language fluency and student confidence. As such TBLT can be considered a branch of (CLT). TBLT was popularized by while working in. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include, Martin East. Contents • • • • • • • • • • • • • Background [ ] Task-based language learning has its origins in, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons.

Some moved to task-based syllabus in an attempt to make language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct connection to real-life situations. Others, like Prabhu in the, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication per se. Sakyubasu no tatakai ii hack. Definition of a task [ ] According to, a task has four main characteristics: • A task involves a primary focus on (pragmatic) meaning.

• A task has some kind of ‘gap’ (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap). • The participants choose the linguistic resources needed to complete the task. • A task has a clearly defined, non-linguistic outcome. In practice [ ] The core of the lesson or project is, as the name suggests, the task. Teachers and curriculum developers should bear in mind that any attention to form, i.e., grammar or vocabulary, increases the likelihood that learners may be distracted from the task itself and become preoccupied with detecting and correcting errors and/or looking up language in dictionaries and grammar references. Although there may be several effective frameworks for creating a task-based learning lesson, here is a basic outline: Pre-task [ ] In the pre-task, the teacher will present what will be expected from the students in the task phase.