Task-Based Language Teaching (Cambridge Language Teaching by David Nunan

By David Nunan

The sphere of task-based language instructing has built significantly because the ebook of Designing initiatives for the Communicative school room (Nunan, 1989), a publication which helped to set the study schedule in instructing technique for the next decade.

While Designing initiatives underpins this new identify, the cloth has been completely up to date and comprises 4 thoroughly new chapters. Task-Based Language instructing deals a entire and updated appraisal of the sphere.

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Extra info for Task-Based Language Teaching (Cambridge Language Teaching Library)

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Adding a reflective element to teaching can help learners see the rationale for the new approach. Reflect Evaluate the materials or textbook you are currently using or one that you are familiar with in terms of the seven principles articulated in this section. Conclusion The main aim of this chapter has been to develop a framework for transforming target or real-world tasks into pedagogical tasks. I devoted the first part of the chapter to a description and exemplification of the various elements that go in to a curriculum in which the task is the basic organizing principle.

Any task will be underpinned by at least one (and sometimes several) functions. Tasks can be thought of as functions + context. They allow for functions (and grammar) to be activated in a particular communicative context. 29 A framework for task-based language teaching Functions are more abstract realizations than tasks of the things we do with language. In a program based on a synthetic syllabus (whether this be a grammatical or functional syllabus), the learner, typically, will only get one or two ‘shots’ at the item in question.

All in all, the role of task-based language learning is to stimulate a natural desire in learners to improve their language competence by challenging them to complete meaningful tasks. (CDC 1999: 41) Whether the rhetoric matches the reality is another matter. In a study published in 1987, I reported a large gap between the rhetoric and the reality in relation to CLT. Schools that claimed to be teaching according to principles of CLT were doing nothing of the sort (Nunan 1987). I suspect the same is true today of TBLT.

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