It is nice to get to know a leading thinker of TBLT, one that is clear enough to explain and to be followed. Thanks Dr. Ellis for your clear explanation.
Every time I study this excellent video, is a beautiful opportunity for me to learn how to teach better, and I really enjoy using TBL in my language lessons. Thanks to professor Ellis and to TESOL academic for this video.
The most challenging part in implementing TBLT would be to provide a true incidental learning environment with focused tasks, through which teachers are expected to secretly encourage students to use particular target forms during the task. I can’t quite get a picture of how it can be achieved in the classroom.
how bout don't worry about any specific forms. Help them focus on forms that might be useful, but they can be free to use any linguistic resources they have available. The teaching of specific language can occur in three places: 1. pedagogic tasks, 2. focus on form in the models, 3. feedback on student production
Thank you for this amazing interview. I thoroughly enjoyed it and feel I've gained a lot more insight into this class style. I feel that I can give my students a lot more with broadening my repertoire with this very intriguing thinking, on part of the teacher. Absolutely wonderful!
I absolutely agree that teachers have to consider when to use PPP, TBLT or any other methodology. Some times we have to be as ecclectic as possible in order to reach the goals set for our students sake.
Thank you, Prof. Ellis, for this clear and sufficient explanation. I agree that any task should include the four key criteria, however, I think we should also think of another criterion which is the authenticity of the task as the rational for TBLT is to encourage students to communicate in and outside the classroom, it is important to encourage them to do tasks that are related to what they might need to do in their real life.
This talk is about using real “tasks”, activities requiring responses, to get learners of L2 to use the L2 effectively; following Wittgenstein, “The meaning of a word is its use.” Prof. Ellis gives a very good exposition of TBLP and emphasises that it is not the only way to acquire L2 but should be used with other teaching methods, with some focus on teaching/acquiring linguistic forms. If TBLP is based on the idea of acquisition through performance of actual tasks, is a teacher-led exercise with a large class too far from a small group interaction round a common task to be called TBLP?
Thank you Dr. Ellis for your explanation about TBLT but how can a teacher design a task to differentiate between gap filling and information gap please?
Dear Prof. Ellis, thank you so much for your ideas on TBLT. I am a relatively novice teacher and I am so interested in TBLT. I would like to have your input on my lesson plan of TBLT. Let's take an example of my listening class, the task is "Doing a job interview". My plan is 1. ask the students to try to answer 5 interview questions (so they use their own linguistic resources and knowledge) 2. Watch without stop the video of a lady giving a good answer for each question and note down her advice 3. Listen the second time and pause at any time if the learner feels difficult. 4. Do the interview again. So my question is: 1. Am I right when I say thay this task helps learners to focus on meaning and on the word (form) that they find difficult? In this way, do they attend to linguistic forms incidently? 2. And when students do their interviews, how should teacher give feedback for them? If teacher gives feedback during their interview, dose this interrupt their communication? Thank you very much. Regards
I cannot see how your approach is different from PPP. You present the language through some situation - situational presentation. And practise and produce it later in the interview stage. I am still in doubt, though how input based task-based lesson procedure differs from more traditional approaches. Apart from meaning being primary focus, though. We could equally say PPP with primary focus on meaning rather than form. Correct me if I am mistaken, please.
What is task? language teaching actvt task create learner to communicate and understand communicative try to reach on a consesus from their opinion being diutarakan use all knowledge they have to participate (gesture/draw picture etc) that's what liberate from traditional way of tecahing , bukan tc yg buatkan student create message from their linguistic resources ada communicative outcome (give their opinion) -focus on: meaning/fill the gap through what other have and what oters dont, perah ur linguistic resources and must have communicative outcome advantage develop knowledg eyg buatkan learner participate naturally outisde class f2f help learner develop instrinsic knowledge (over the explicit one) use task of actual scenario outside classroom traditional tc develop explicit disadvabtage learn language is incidental rather than inetntional limit how they can intentionally want to improve their pronounciation limit number of vcaob they learn limit theirintention of learn the complete grammr structure IT IS INCIDENTAL LANGUAGE TEACHING misconception: kna in a group and produce input only; they also must take in input before can produce teacher also participate witthe student in solving the task need to cater all language aspects not juts speaking Comm task not just increas fluency, they need contxat to learn new language, nee dtheir attenton to focus on the language linguistic that they need to complete the task an inpit based task can do this, and provide corrective feedbakc e.g leanrer say something and tc must quickly provide the correctuon for them w/o disturbing the comm flow studnet need to focus on the lignuistic form, it is essential! Cahlllenges -in large class, need to focus on input giving dulu before the studetnt can produce, the tc give instruction how to do it -hard for tc nak monitor semua -buat information gap task (someone/tc tahu what others dont, so bila semua org share fahaman, semua org dapat) -to learn linguistic form, tc kna banyak buat corrective feedback, so bila student are in pair we dont really know how much corrective feedback they gain from each other, so tc kna be active in this sense
