Task-Based Language Teaching

Task-Based Language
Teaching & Assessment
分享者:陳素淩 輔導員
[email protected]
The PPP paradigm.
 First present: The teacher presents an item of
language in a clear context to get across its
 Then practice stage:Students are asked to
complete a controlled practice stage (choral and
individual drilling, etc.)
 Finally produce: Sometimes it is called the 'free
practice' stage (role play, etc.)
A Task-Based Language
 Based on the use of tasks as the core unit of
planning and instruction in language teaching
(Richards & Rodgers, 2001)
 Based around the completion of tasks which
may include projects for producing posters,
brochures, pamphlets, oral presentations, radio
plays, videos, websites and dramatic
The TBLT Framework
※Richards ( 1985)
 Pretask activities: The focus is on thinking
about a topic, generating vocabulary and related
language, and developing expectations about
the topic. The activities include brain-storming,
ranking exercises, and problem-solving tasks.
 Task activity: Engage in the process of
completing a task.
 Posttask activities: Focus on the aspects of
The TBLT Framework
※ Willis (1996)
 Pre-task:
 Task cycle:
• Task: A task is carried out using target language.
• Planning: Preparation for presenting what they have
• Report: Presenting their report
 Language focus (Posttask):
• Analysis: Making corrections and adjustments to the
students' performance
• Practice: Language areas are selected to practice based
on what emerged from the task and report phases. ( like
choral repetition, memory challenge games to increase
students’ confidence).
Task types
※ Willis’ six task types (1996)
 Listing
 Ordering and sorting
 Comparing
 Problem solving
 Sharing personal experiences
 Creative tasks
Integrated Assessment
 We are assessing all of the time. Assessment is
integrated into life.
 Integrated Assessment is merely a way to integrate
multiple assessment practices into classroom
 Assessment needs to be integrated into textbooks.
 Assessment needs to be integrated into all phases
of instruction.
• Richards, J.C. (1985). Conversational competence
through role-play activities. RELC Journal 16(1): 82-100.
• Richards, J.C. and Rodgers, T.S. (2001). Approaches and
methods in language teaching. Cambridge University
• Willis, J. (1996). A Framework for Task-Based Learning.
Pearson Education Asia Pte Ltd.
• http://en.wikipedia.org/wiki/Taskbased_language_learning
• http://www.teachingenglish.org.uk/think/articles/a-taskbased-approach
• http://www.tblt.net/
• http://www.youtube.com/
• Dr. Caroline Linse (Multiple Assessments: moving
towards Integrated Assessment)

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