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Task Based Syllabus

The document discusses the components, principles, characteristics, and phases of task-based language teaching. It defines tasks according to Brown, Willis, and Nunan and explains how tasks involve organizing materials by communicative purpose and outcome. The document also outlines the pre-task, during task, and post-task phases and provides examples of common task types like problem-solving, decision making, interviews and role-plays.

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dewi astutik
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1K views

Task Based Syllabus

The document discusses the components, principles, characteristics, and phases of task-based language teaching. It defines tasks according to Brown, Willis, and Nunan and explains how tasks involve organizing materials by communicative purpose and outcome. The document also outlines the pre-task, during task, and post-task phases and provides examples of common task types like problem-solving, decision making, interviews and role-plays.

Uploaded by

dewi astutik
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DEWI ASTUTIK

2017
Components Phases

Principles Procedures

Characteristics Task types

Definition Framework Example


organizing materials around different types of tasks that the students might be
required to perform in the language. (reading job advertisement, making
Brown, J.D. appointment, writing a resume, being interviewed, etc.
(1995:11)

Activities where the target language is used by the learners for a


Willis, Jane communicative purpose (goal) in order to achieve an outcome.
(1996: 23)

A piece of meaning-focused work involving learners in comprehending,


producing and/or interacting in the target language, and that tasks are
Nunan, David. analyzed or categorized according to their goals, input data, activities,
(2001:11) settings and roles.
Learners
should largely
There is some
have to rely on
kind of gap
their own
resources

There is a
clearly defined
Focus on
outcome other
meaning
Characteris than the use of
tics language
(Ellis, 2009)
lessons and materials should provide supporting
Scaffolding frameworks.

Within a lesson, one task should grow out of, and build upon
Task dependency the ones that have gone before.
language will enable learners to master the language well
Recycling since it will reintroduce the language given in the previous
section.
Learners learn best by actively using the language they are
Active learning learning

Learners should be taught in ways that make clear the relationships


Integration between grammatical form, communicative function, and semantic
meaning.

Reproduction to learners should be able to move from reproductive tasks given by


models (tape, teacher, textbook, etc) to creative language use.
creation
Learners should be given opportunities to reflect on what they have
Reflection learned and how well they are doing.
Goals
exchanging personal information
Input
questionnaire in sleeping habit
Activities
reading questionnaire
Components asking and answering question about
(Nunan, 2001:11)
sleeping habit
Teacher role
monitor and facilitator
Learner role
conversational partner
Setting
classroom/pair work
Pre-task During task Post-task
concerning the concerning involving
various activities around the task procedures for
that teachers itself and affords following-up on
and students various the task
can undertake instructional performance.
before they start options feedback
the task. Task Reflection
Brainstorming performance Repeat task
Framing the option
activity (e.g. Process option
establishing the
outcome of
the task)
Strategic
planning
Doing a similar
task
Select appropriate topics. What
Identify learners needs. What they
do learners want to read/
want to do with the language?
write/talk about?

Design task sequences. Select or


create appropriate texts.
(spoken and written)

Task syllabus
Check tasks and texts for level
Monitor
difficulty.
effectiveness of
activities in the
classroom and
Analyze text for relevant language refine and reorder
coverage (grammar, vocabulary, materials where
phrases, phonology, functional necessary.
realization)
Design activities to focus on form.
Types of tasks
(Oxford, 2006)

Comprehe
Problem- Decision- Opinion
nsion-
solving making exchange
based

Sharing Comparing
Sharing
personal or Ordering
feeling
experience matching

Interviews discussing Debate Dialogue


1. Making arrangement 7. Using the telephone

8. Dealing with international


2. Attending meetings payment

9. Recording and decoding


3. Taking part in interviews information

4. Buying and selling 10. Travelling

5. Dealing with others 11. Reporting

6. Dealing with forms 12. Receiving visitors


Task-based syllabus
constructed with varieties of
tasks as the basic blocks.
focusing on using the target
language communication in
real world rather than drilling
conclusion on the isolate grammatical
items
Adjusting the choice and
integrating the different
types according to learners
needs.
Brown, J. D. 1995. The Elements of Language Curriculum: A Systematic Approach
to Program Development. Massachusetts: Heinle & Heinle Publisher.
Ellis, R. 2006. The Methodology of Task-Based Teaching. The Asian EFL Journal
Quarterly, 8(3): 19-45.
Ellis, R. 2009. Task-based language teaching: sorting out the misunderstandings.
International Journal of Applied Linguistics. 19(3): 221-246
Hutchinson & Waters. 1987. English for Specific Purpose: A Learning-centred
Approach. Cambridge: Cambridge University Press.
Nunan, D. 2001. Designing Task for The Communicative Classroom. Cambridge:
Cambridge University Press.
Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge
University Press.
Oxford, R. 2006. Task-Based Language Teaching and Learning: An Overview. The
Asian EFL Journal Quarterly, 8(3): 94-121.
Willis, D, & Willis, J. 2011. Doing Task-Based Teaching. Oxford: Oxford University Press
Willis, J. 1996. A Framework for Task-based Learning. Addison Wesley Longman
Limited.

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