File Name: task based language learning and teaching .zip
- Task-based language learning
- Task-Based Language Learning in a Real-World Digital Environment
- Task-Based Language Learning and Teaching and Students' Use of the Mother Tongue
Do you like to solve problems? Complete a puzzle? Do you see language learning as a riddle, an enigma, a challenge that you have to find a way to unravel and put back together again in order to make it useful and meaningful?
Task-based language learning
How can you use the latest digital technology to create an environment in which people can learn European languages while performing a meaningful real-world task and experiencing the cultural aspect of learning to cook European dishes? This book explains how to do this from A to Z, covering how a real-world digital environment for language learning was designed, built and researched. The project makes language learning motivational and fun by tapping into people's interest in both cooking and technology — you can learn a language while cooking and interacting with a speaking digital kitchen. The kitchens provide spoken instructions in the foreign language on how to prepare European cuisine. Digital sensors are inserted in or attached to all the kitchen equipment and ingredients, so the digital kitchen detects what learners are doing and gives them feedback.
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. Task-based language learning has its origins in communicative language teaching , and is a subcategory of it.
Throughout history, there have been several different approaches to foreign language learning and teaching. Until the s, it was a given that the teacher controlled the classroom activities as well as the learning process. This traditional approach to foreign language learning implicates the so-called presentation-practice-production model: first of all, the relevant structures are presented to the learner, then a controlled practice is implemented and afterwards, the students have to perform the structures introduced in an accurate and fluent way Foster Due to the communicative turn in the s communicative teaching approaches emerged which premised that language learning takes place through communication. Within these communicative approaches, task-based language learning and teaching has to be mentioned. Although it is undisputable that task-based language learning and teaching seems to be an interesting and varied methodology regarding language classrooms, there may arise some difficulties when trying to implement this approach. This term paper aims to examine how to deal with mother tongue use in a task-based classroom, how to encourage target language use and finally, how mother tongue use is compatible with task-based approaches.
Task-Based Language Learning in a Real-World Digital Environment
The last three decades have witnessed a growth of interest in research on tasks from various perspectives and numerous books and collections of articles have been published focusing on the notion of task and its utility in different contexts. Nevertheless, what is lacking is a multi-faceted examination of tasks from different important perspectives. This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching TBLT from four distinct but complementary vantage points. Section two hinges on the idea that language teaching and learning is perhaps best conceptualized, understood, and investigated within a complexity theory framework which accounts for the dynamicity and interrelatedness of the variables involved. Viewing TBLT from a sociocultural lens is what connects the chapters included in the third section. Finally, the fourth section views TBLT from pedagogical and curricular vantage points.
Premise Stats. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The data are analyzed utilizing descriptive and inferential statistics. It is supported from the mean of the pre test and post test for experimental group and control group. This study yields the mean in pre-test for experimental group is In the post test, the mean of the experimental group becomes
PDF | This paper aims at presenting background of task-based as a powerful approach for maximizing language learning and teaching.
Task-Based Language Learning and Teaching and Students' Use of the Mother Tongue
Код страны - 1. Действительно хорошая новость. ГЛАВА 54 - Пусти .
Я все. - Довольно, Грег, - тихо сказал Стратмор. Хейл крепче обхватил Сьюзан и шепнул ей на ухо: - Стратмор столкнул его вниз, клянусь .