Part 1
Task-based teaching (TBT) refers on teaching learner a target language through meaningful communication the learner receives and produces. Learner improves his/her target language from the meaningful output he/she produces during conversation. Learner learns the language from his/her own mistake, the mistake of other learners, and correction from teacher. After discussion or communication in class, teacher observes and catches the grammar problem most learners made which causes the obstacle in negotiation for meaning. Then he/she teaches proper forms to facilitate the sentence production. The role of teacher in TBT is to provide opportunities for learner to produce meaningful output and to teach forms according to learners' mistake.
Successful activities teacher designs for language class is an important sequence in language teaching process. A real-world activity could facilitate language learning and help learner use language outside the classroom. Good activity should be interesting and could draw learner's attention into it. Engagement is essential and important. Without engagement and interest, learner will decrease the focus on meaning or outcome. A good discussion led by the activity in class enables learner focus on meaning. A class activity must be related to real-world activity. It is crucial that learner tries his/her effort to using the limit grammar and vocabulary to explain his/her opinion.
Part 2
Group discussion in the class is an important task in second language acquisition. Learners try to use their general knowledge and limit target language to explain their opinion clearly. Speaking and Listening are very well practiced at the time. Sometimes reading and writing are being used to assist the conversation. This is a crucial time target language is practiced, used and improved cognitively. The role of a teacher is to prepare learners and lead them to this learning stage. An interesting topic and method could direct learners into the thinking of the topic. While pondering their own opinion, learning some new words and phrases could benefit the coming group/class discussion. Beside it, it is necessary for a teacher to provide learners proper help in their conversation. Focusing on forms such as grammar correction and new grammar teaching are another sequence to improve the comprehension of learners’ target language. Since learners had experienced task of meaning, they could easily learn the forms.
Part 3
Meaningful input could sharpen learners’ curiosity. Repetitive meaningful input could generate learners’ interest. This is a priming stage a teacher should provide to learners. Choosing attractive topic and introduction serves a priming function. Repetitive meaningful input can be delivered by introduction, prediction, discussion, quiz and homework, etc. Introduction enable learners understand the topic, think about their opinion, and being familiar with new words and phrases before they are into the prediction and discussion activities. Meaningful interaction enables learners using target language to express their opinion and exchange new information. After that, retell the decision, reread text, reproduce and reformulate target language are the stages learners confirm the information and improve their comprehension and operation of the language. I think the couple “re” is crucial for learners to refine their language. It facilitates language enhancement. Quiz and homework are other tasks to reinforce their new knowledge.
Part 4
There are so many tasks teacher could choose to facilitate student’s target language acquisition. Listing and Ordering are two tasks introduced by the authors in this chapter. Listing is a simple task and is good for priming stage. Sorting needs learner’s cognitive effort. They usually serve as a useful introduction to the topic. They provide chances for initiating relevant vocabulary to learner. At the same time, they act as facilitating tasks to the target task.
Teacher should provide interesting topic with appropriate challenge to learner. This would enhance learner’s engagement in class. Tasks are real-world activities which enable learner pushes him/her using limit language to communicate with others and exchange opinion. During the communicative negotiation, learner consciously notices his/her weakness and desire to learn the unknown knowledge of the target language. This also serves as a prelude to teacher’s future teaching procedure.
Part 5
Some tasks are simple such as listing task and matching task, some are complex such as problem-solving task and projects task. Teacher could choose different type of tasks according to learner’s language level. Simple tasks would be easier and better for the beginner while complex tasks are more challengeable for higher level learner. If teacher provides beginner complex task, learner will become frustrated which causes blockage of the input processing.
The complicated tasks could be broken down into a set of mini tasks such as listing, ranking, comparing, reporting, etc. During the time that doing the simple task, learner could clear his/her opinion and organize his/her thought easily before moving to pair/group discussion, presentation, drafting and writing.
It opens my mind that beside learner improves target language while doing project task, he/she learns new skills like setting up a website, interviewing, doing a survey, etc. This benefit would conversely motivate learner in second language acquisition.
Part 6
In TBLT, the priming stage is to focus on meaning; the later stage is to focus on form. Learner tends to focus on meaning not form during interaction and language learning process. As a teacher, I think it is better to work with learner’s tendency and against his/her tendency as well. Improving learner’s weak point (form) can further benefit the understanding and use of the target language. It is necessary to spend time presenting and practicing specific form at the end of the task. Teacher can choose useful items from text/class discussion, let learner recognize the form, build on them and extend them to learner’s speaking and written exercises. Teacher can create exercises involving grammaticization, recall exercise such as progressive deletion for learner to use. Always keep in mind, learner likes to learn what they will use in the future. Form focused activity can raise the awareness of the language.
Part 7
Task-based classroom teacher plays a role not only in providing language knowledge with plenty of input but also in promoting opportunity of real language use for learner. From teacher-led discussion to pair/group discussion, the more chances learner speaks and uses the target language, the more he/she is familiar with the language and the more confident and comfortable he/she will be. As teacher managers the classroom learning, he/she could provide proper challenge to learner. At the same time, teacher makes sure learner can manage the task comfortably. If it is necessary, teacher adjusts tasks according to the class situation in order to facilitate the language acquisition. It is important for teacher to give learner encouragement as much as he/she can. Positive feedback in learner’s achievement can increase motivation which brings learner further engagement. Sometimes teacher can be one of person in pair/group discussion. Teacher can smooth the conversation while learner struggles to express himself/herself. Other times, teacher has to introduce useful words and phrases, to give correction to error, to provide appropriate help and to teach learner form of target language which will benefit learner’s future discourse.
Part 8
Seven parameters are very important in TBT. The pre-task preparation and planning is the one I like best. If teacher could give learner 5 – 10 minutes before the task to plan what to say, it benefits so much to learner. It could make the interaction better: producing longer interaction, richening utterance, providing better degree of fluency. This application operates well especially for the complex tasks. Since the real-world conversation doesn’t have time to prepare, teacher may not use it for advanced learner. For beginner and intermediate learner, pre-task preparation and planning could profit them more. Another one I like is task is precise or vague. Precise task functions better for beginner and intermediate learner. Because they may not understand the topic deep enough or their explanation is not clear enough, vague task seems difficult for them to manage. The precise one could help learners feel more confident while doing the task.
Part 9
During the process of language learning, learner need time and repeated practice to digest the learning before they finally grasp the knowledge. As a teacher, it is important to provide opportunity for learner to use the language. This is the time learner gets familiar with the new information and refines it before they eventually automatically put in use. Learner sometimes does self-conclude the pattern of the language while he/she observes the native using the language. Then he/she puts the understanding into the utterance and tests it. This is accessible to language acquisition as well.
The learning process is continuing change for different level learner. Beginner focuses on meaning and lexis because more lexis could help beginner explain meaning better. However, advanced learner focuses more on form, activities and analysis of text. Focusing on form enable learner clearly and accurately explain his/her idea. Teacher should adjust the syllabus and teaching strategy according to learner’s language level.
Part 10
In TBT, teacher could do many things to facilitate learning process. Besides teaching, teacher could support learner in a way of giving learner timely evaluation. Learner could clearly see his/her improvement and weak point in the procedure. It provides learner opportunity to reconsider his/her learning method in language acquisition. Learner may adjust his/her learning method and make it more efficient. Teacher could give learner evaluation about his/her participation in pair/group work. It covers the fact the learner does during the interaction such as the degree of L1 used, the degree of target language used, the use of new words and phrased, the degree of participation, and accuracy and fluency of the utterance. On the other hand, learner could receive evaluation from partner. It is so helpful that learner understands his/her learning situation from different point of view. It could catch learner’s attention and motivate learner. Learner seems easily accept suggestion from each other. I think this is necessary in operating the second language teaching.
Task-based teaching (TBT) refers on teaching learner a target language through meaningful communication the learner receives and produces. Learner improves his/her target language from the meaningful output he/she produces during conversation. Learner learns the language from his/her own mistake, the mistake of other learners, and correction from teacher. After discussion or communication in class, teacher observes and catches the grammar problem most learners made which causes the obstacle in negotiation for meaning. Then he/she teaches proper forms to facilitate the sentence production. The role of teacher in TBT is to provide opportunities for learner to produce meaningful output and to teach forms according to learners' mistake.
Successful activities teacher designs for language class is an important sequence in language teaching process. A real-world activity could facilitate language learning and help learner use language outside the classroom. Good activity should be interesting and could draw learner's attention into it. Engagement is essential and important. Without engagement and interest, learner will decrease the focus on meaning or outcome. A good discussion led by the activity in class enables learner focus on meaning. A class activity must be related to real-world activity. It is crucial that learner tries his/her effort to using the limit grammar and vocabulary to explain his/her opinion.
Part 2
Group discussion in the class is an important task in second language acquisition. Learners try to use their general knowledge and limit target language to explain their opinion clearly. Speaking and Listening are very well practiced at the time. Sometimes reading and writing are being used to assist the conversation. This is a crucial time target language is practiced, used and improved cognitively. The role of a teacher is to prepare learners and lead them to this learning stage. An interesting topic and method could direct learners into the thinking of the topic. While pondering their own opinion, learning some new words and phrases could benefit the coming group/class discussion. Beside it, it is necessary for a teacher to provide learners proper help in their conversation. Focusing on forms such as grammar correction and new grammar teaching are another sequence to improve the comprehension of learners’ target language. Since learners had experienced task of meaning, they could easily learn the forms.
Part 3
Meaningful input could sharpen learners’ curiosity. Repetitive meaningful input could generate learners’ interest. This is a priming stage a teacher should provide to learners. Choosing attractive topic and introduction serves a priming function. Repetitive meaningful input can be delivered by introduction, prediction, discussion, quiz and homework, etc. Introduction enable learners understand the topic, think about their opinion, and being familiar with new words and phrases before they are into the prediction and discussion activities. Meaningful interaction enables learners using target language to express their opinion and exchange new information. After that, retell the decision, reread text, reproduce and reformulate target language are the stages learners confirm the information and improve their comprehension and operation of the language. I think the couple “re” is crucial for learners to refine their language. It facilitates language enhancement. Quiz and homework are other tasks to reinforce their new knowledge.
Part 4
There are so many tasks teacher could choose to facilitate student’s target language acquisition. Listing and Ordering are two tasks introduced by the authors in this chapter. Listing is a simple task and is good for priming stage. Sorting needs learner’s cognitive effort. They usually serve as a useful introduction to the topic. They provide chances for initiating relevant vocabulary to learner. At the same time, they act as facilitating tasks to the target task.
Teacher should provide interesting topic with appropriate challenge to learner. This would enhance learner’s engagement in class. Tasks are real-world activities which enable learner pushes him/her using limit language to communicate with others and exchange opinion. During the communicative negotiation, learner consciously notices his/her weakness and desire to learn the unknown knowledge of the target language. This also serves as a prelude to teacher’s future teaching procedure.
Part 5
Some tasks are simple such as listing task and matching task, some are complex such as problem-solving task and projects task. Teacher could choose different type of tasks according to learner’s language level. Simple tasks would be easier and better for the beginner while complex tasks are more challengeable for higher level learner. If teacher provides beginner complex task, learner will become frustrated which causes blockage of the input processing.
The complicated tasks could be broken down into a set of mini tasks such as listing, ranking, comparing, reporting, etc. During the time that doing the simple task, learner could clear his/her opinion and organize his/her thought easily before moving to pair/group discussion, presentation, drafting and writing.
It opens my mind that beside learner improves target language while doing project task, he/she learns new skills like setting up a website, interviewing, doing a survey, etc. This benefit would conversely motivate learner in second language acquisition.
Part 6
In TBLT, the priming stage is to focus on meaning; the later stage is to focus on form. Learner tends to focus on meaning not form during interaction and language learning process. As a teacher, I think it is better to work with learner’s tendency and against his/her tendency as well. Improving learner’s weak point (form) can further benefit the understanding and use of the target language. It is necessary to spend time presenting and practicing specific form at the end of the task. Teacher can choose useful items from text/class discussion, let learner recognize the form, build on them and extend them to learner’s speaking and written exercises. Teacher can create exercises involving grammaticization, recall exercise such as progressive deletion for learner to use. Always keep in mind, learner likes to learn what they will use in the future. Form focused activity can raise the awareness of the language.
Part 7
Task-based classroom teacher plays a role not only in providing language knowledge with plenty of input but also in promoting opportunity of real language use for learner. From teacher-led discussion to pair/group discussion, the more chances learner speaks and uses the target language, the more he/she is familiar with the language and the more confident and comfortable he/she will be. As teacher managers the classroom learning, he/she could provide proper challenge to learner. At the same time, teacher makes sure learner can manage the task comfortably. If it is necessary, teacher adjusts tasks according to the class situation in order to facilitate the language acquisition. It is important for teacher to give learner encouragement as much as he/she can. Positive feedback in learner’s achievement can increase motivation which brings learner further engagement. Sometimes teacher can be one of person in pair/group discussion. Teacher can smooth the conversation while learner struggles to express himself/herself. Other times, teacher has to introduce useful words and phrases, to give correction to error, to provide appropriate help and to teach learner form of target language which will benefit learner’s future discourse.
Part 8
Seven parameters are very important in TBT. The pre-task preparation and planning is the one I like best. If teacher could give learner 5 – 10 minutes before the task to plan what to say, it benefits so much to learner. It could make the interaction better: producing longer interaction, richening utterance, providing better degree of fluency. This application operates well especially for the complex tasks. Since the real-world conversation doesn’t have time to prepare, teacher may not use it for advanced learner. For beginner and intermediate learner, pre-task preparation and planning could profit them more. Another one I like is task is precise or vague. Precise task functions better for beginner and intermediate learner. Because they may not understand the topic deep enough or their explanation is not clear enough, vague task seems difficult for them to manage. The precise one could help learners feel more confident while doing the task.
Part 9
During the process of language learning, learner need time and repeated practice to digest the learning before they finally grasp the knowledge. As a teacher, it is important to provide opportunity for learner to use the language. This is the time learner gets familiar with the new information and refines it before they eventually automatically put in use. Learner sometimes does self-conclude the pattern of the language while he/she observes the native using the language. Then he/she puts the understanding into the utterance and tests it. This is accessible to language acquisition as well.
The learning process is continuing change for different level learner. Beginner focuses on meaning and lexis because more lexis could help beginner explain meaning better. However, advanced learner focuses more on form, activities and analysis of text. Focusing on form enable learner clearly and accurately explain his/her idea. Teacher should adjust the syllabus and teaching strategy according to learner’s language level.
Part 10
In TBT, teacher could do many things to facilitate learning process. Besides teaching, teacher could support learner in a way of giving learner timely evaluation. Learner could clearly see his/her improvement and weak point in the procedure. It provides learner opportunity to reconsider his/her learning method in language acquisition. Learner may adjust his/her learning method and make it more efficient. Teacher could give learner evaluation about his/her participation in pair/group work. It covers the fact the learner does during the interaction such as the degree of L1 used, the degree of target language used, the use of new words and phrased, the degree of participation, and accuracy and fluency of the utterance. On the other hand, learner could receive evaluation from partner. It is so helpful that learner understands his/her learning situation from different point of view. It could catch learner’s attention and motivate learner. Learner seems easily accept suggestion from each other. I think this is necessary in operating the second language teaching.