This is a short summary about teaching English in general with the main goal of language learning and the historical development of teaching approaches.
The summary focuses on TSLL: Why is TSLL now so popular?, Characteristics of Tasks, The difference between TBLL and TSLL, The difference between exercise, activity and task, Different types of tasks, How to analyze Tasks, How to design tasks, How to work with tasks (Task-cycle of Willis), Project work, Strengths and Limitations of TSLL, TSLL research, What makes a good task?, The role of the teacher, How may TSLL teaching competences be developed?
Table of Contents
1. Characteristics of Tasks
2. The difference between TBLL and TSLL
3. The difference between exercise, activity and task
4. Different types of tasks
5. How to analyze tasks
6. How to design tasks
7. How to work with tasks – Task-cycle of WILLIS
8. Project work
9. Strengths and Limitations of TSLL
10. TSLL research
Objectives and Topics
This work explores the foundational concepts and pedagogical implementation of Task-Supported Language Learning (TSLL) and Task-Based Language Teaching (TBLL), focusing on how these approaches facilitate meaningful communication in the foreign language classroom.
- Theoretical underpinnings of language acquisition and task design.
- Methodological distinctions between exercises, activities, and tasks.
- The role of the teacher as a facilitator and motivational factor.
- Strategies for sequencing tasks and balancing learner-centeredness with linguistic form.
Excerpt from the Book
Definition
Unlike approaches that view language learning as a linear process where several language items are put together like bricks to build a house or in this case a language (grammar translation or audiolingual method), the task-based or task-supported approach constitutes a more organic view on how language learning functions. A teaching researcher named Ellen York compares it to growing a garden. You as a teacher plant a few seeds here, and trim a bit back there, some seeds will grow rapidly and others will die and are never seen again.
→ This metaphor shows that language outcome is unpredictable and therefor need a fitting approach.
→ The Task supported or based approach takes this under consideration
→ Communicative or Interactionist view on learning (Vygotsky – learning as a social process)
A TASK is “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on meaning rather than on form” (Nunan 1989).
TASKS are “activities in which language is used for carrying out meaningful* tasks to promote learning” (Richards/Rodgers 2001).
TASKS provide a methodological tool to organize interaction in the target language by allowing the teacher to select and sequence activities in the social context of the classroom.
Summary of Chapters
1. Characteristics of Tasks: Outlines the core features of tasks, emphasizing their learner-centered and process-oriented nature as illustrated by the Airport Project.
2. The difference between TBLL and TSLL: Defines the functional distinction between task-based curricula and task-supported lessons as supplements to existing syllabi.
3. The difference between exercise, activity and task: Clarifies terminology by distinguishing between specific language drills, general classroom procedures, and communication-focused tasks.
4. Different types of tasks: Categorizes tasks based on their proximity to real-world scenarios and specific strategies like listing, ranking, and problem-solving.
5. How to analyze tasks: Introduces Nunan's six components—Goals, Input, Activities, Teacher role, Student role, and Settings—for evaluating classroom tasks.
6. How to design tasks: Presents seven criteria and research-based variables that ensure task effectiveness, including topic relevance and learner motivation.
7. How to work with tasks – Task-cycle of WILLIS: Details the structured cycle of Pre-task, Task, and Language focus stages in task implementation.
8. Project work: Describes projects as extensive task cycles that involve students in long-term planning and formative assessment.
9. Strengths and Limitations of TSLL: Analyzes the pros and cons of task-based learning, particularly regarding teacher preparation and learner autonomy.
10. TSLL research: Summarizes current research goals and findings related to language production, focusing on fluency, accuracy, and complexity.
Keywords
Task-Supported Language Learning, TSLL, Task-Based Language Teaching, TBLL, Intercultural Communicative Competence, Scaffolding, Learner-Centered, Communicative Language Teaching, Interactionist Theory, Language Acquisition, Teacher Role, Task Cycle, Language Production, Negotiated Curriculum, Pedagogic Tasks
Frequently Asked Questions
What is the core focus of this work?
The work primarily focuses on the application of Task-Supported Language Learning (TSLL) and Task-Based Language Teaching (TBLL) in foreign language classrooms, emphasizing the shift from traditional form-focused teaching to communication-oriented, meaningful task completion.
What are the primary thematic fields covered?
The central themes include task design, the structural differences between TBLL and TSLL, the role of the teacher as a mediator, the distinction between tasks and traditional exercises, and the role of research in informing pedagogical practice.
What is the primary goal of the approach described?
The primary goal is to foster Intercultural Communicative Competence (ICC) and promote natural, authentic language use that enables learners to interact effectively in the target language.
Which scientific methods are analyzed?
The text reviews various theoretical approaches, including Behaviorist, Innatist, Interactionist, and Socio-cultural theories (specifically Vygotsky’s ZPD), and examines how these inform task design and implementation.
What is covered in the main body of the text?
The main body covers the definition and characteristics of tasks, methods for task analysis and design, specific task cycles like Willis’s model, the role of the teacher, and the strengths and limitations of current task-based practices.
Which keywords characterize this work?
Key terms include TSLL, TBLL, learner-centeredness, scaffolding, communicative competence, interactional support, task cycles, and the teacher's motivational role.
How does the author define a task?
A task is defined as a piece of classroom work involving learners in comprehending, manipulating, or producing the target language, where the primary attention is focused on meaning rather than on formal grammatical structure.
What challenges do teachers face when implementing TSLL?
Teachers often struggle with task complexity, balancing form and meaning, fear of losing control in the classroom, and the difficulty of preparing for unpredictable student responses.
Why is the teacher considered a motivational factor?
The teacher influences student engagement through four strategies: creating motivational conditions, generating initial interest, protecting motivation, and encouraging retrospective self-evaluation, all of which directly correlate with learning success.
- Arbeit zitieren
- Adrienne Kaergel (Autor:in), 2017, Ein Überblick über die Grundlagen des Englisch-Lehrens, München, GRIN Verlag, https://www.hausarbeiten.de/document/441983
