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Reviewing The Techniques in Task-Based Language

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16 views

Reviewing The Techniques in Task-Based Language

Uploaded by

minhkhoi8305
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TASK-BASED LANGUAGE TEACHING

A. REVIEWING THE TECHNIQUES


1. Information-gap Task
- This type of task involves the exchange of information among participants within
their groups in order to complete a task or schedule.
- For example, one student describes the details in a given picture for another
student to draw.
2. Opinion-gap Task
- Students have to express their personal preferences, emotions, or attitudes to
complete the task.
- For example, students might be given a social problem like pollution and be
asked to come up with a variety of reasonable solution.
- Additionally, students might be asked to compose a letter to a friend who is
looking for some piece of advice for his hassle in learning English.
3. Reasoning-gap Task
- In this task, students have to derive some new information by inferring it from
given information.
- For example, students are given some details about different flights from Vietnam
to France such as ticket price, the number of flights, transit location, departure
time, travel time,…. They are asked to work out the best flight for a person who
are very bussy and want to travel with the most economical way.
- Reasoning-gap tasks work best since information-gap tasks often require a single
step transfer of information, rather than sustained negotiation, and opinion-gap
tasks tend to be rather open-ended.
4. Unfocused Tasks
- This taks are designed to provide learners with opportunities to communicate
generally.
- For example, students have to make a plan for excursion of a elementary school.
- Students draw on their own language resources to fulfill the task.
5. Focused Tasks
- This tasks are designed to provide opportunities for communicating using some
specific linguistic item, typically a grammar structure.
- For example, students try to identify the owner of a briefcase left in a taxi.
- There is not sure that the task will elicit the grammar structure that the task
designers intended. Focused tasks should be meaningful so the target linguistic
feature of a focused tasks is hidden.
6. Input-providing Tasks
- Input-providing tasks engage learners with the receptive skills of listening and
reading. It also gives teachers an opportunity to introduce new language.
- For instance, students complete a schedule with the content provided by teacher.
7. Output-promting Tasks
- Output-prompting tasks stimulate the students to write or speak meaningfully.
- For instance, students have to share the information on their cards so that their
group members could complete a process of recycling plastic bottle.

B. CONCLUSION
- Task-based language teaching challenges mainstream views about language
teaching in that it is based on the principle that language learning will progress
most successfully if teaching aims simply to create contexts in which the learner’s
natural language learning capacity can be nurtured rather than making a systematic
attempt to teach the language bit by bit.

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