Task Based Language Teaching Methods

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2. Task-based language teaching Task-based language teaching (TBLT) is regarded as a natural extension of communicative approach (Harmer, 2007). Task is defined as ‘a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form’ (Nunan, 1989:10). In other words, a task emphasizes on language communicative functions and requires participants to convey meaning effectively. According to Prabhu (1987), learners tend to achieve a higher target language proficiency when training through communicative tasks. Compared with traditional language teaching methods, task-based language teaching creates a natural language learning environment, in which students can connect classroom learning with communication in the real world (Nunan, 2004; Van den Branden, 2006). That is to say, tasks seem to create real-world situations and engage students in authentic and interactive communication. Therefore, the authenticity of tasks has attracted considerable attention from researchers. As Ellis (2003) suggests, a task can attain contextual authenticity by emulating real-life activities, such as making a reservation, ordering in a restaurant and opening a back account. In this lesson, the video and oral practice (p Appendix) simulate the communicative challenges that students may be confronted with in the real life, namely how to ask and give directions.
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