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based language learning This article is within the scope of WikiProject Education, a collaborative effort to improve the coverage of education and education related topics on Wikipedia. If you would like to participate, please visit the project page, where you can join the discussion and see a list of open tasks. This article is within the scope of WikiProject Linguistics, a collaborative effort to improve the coverage of linguistics on Wikipedia. If you would like to participate, please visit the project page, where you can join the discussion and see a list of open tasks. I'm dubious. Does this topic really exist?[edit] "task based language learning" is, by definition, a subset of "language learning". The problem I see is that all language learning seems to be task based, so the qualifier "task based" is meaningless. It gets used by companies in their advertisements, and governments in their public relations work, but that doesn't imply that it means anything. I've learned multiple foreign languages, and I've yet to come across a language learning method that couldn't be called "task based". Every book uses dialogues, and all dialogues can be described as accomplishing a task (the task of introducing yourself, the task of returning an item to a shop, the task of reporting a theft.). This article talks about a method which isn't "purely" task based. It seems to me that "tasks" are just a part of language learning, and all language learning methods are to some degree "task based". So, "task based language learning" is also "grammar based", because it involves grammar, and it's also "vocabulary based", because it involves words. Yep, I think this is nothing but a marketing term masquerading as a topic. The amount of descriptive test without references reinforces my thinking. Gronky (talk) 10:18, 24 January 2011 (UTC) UPDATE: I guess there's a topic "tasks (language learning tool)", and some methods are more task based than others. No method is 100% or 0% task based (just as no method is 100% or 0% grammar based). A method that focusses a lot on tasks could be called "task based", but it's just a label. This article shouldn't be about the label, it should be about the concept, which is "tasks (language learning tool)". Gronky (talk) 10:51, 24 January 2011 (UTC) This really is a topic[edit] For language education professionals, like me, this is very much a topic. It is one of the major developments of Communicative Language Teaching. In terms of Related approaches, at the bottom, Dogme should be deleted. I can't imagine, and I hope my suspicions are wrong, who added this. If anything is related, try webquests and communicative language teaching. Preceding unsigned comment added by J27325 (talk contribs) 18:26, 11 April 2011 (UTC)Task based learning is a valid topic and exhibits the difference between teaching theory or teaching grammar and vocabulary to learning by using the language, not just studying the language. You could say it is a subset of the Communicative Approach. The difference is that it is communicating around a specific task, not just communicating about something. For example, a teacher may give the students the task of calling a 1 800 phone number in the USA to ask how much a pair of Nike shoes would cost. The students will need to anticipate the language required for that task and plan how they will use it and then make the call. They are not just sitting around talking about shoes. Too much teaching is focused on Nike Tanjun Shoes "theory" and not enough on application. This has been discussed extensively but here is an interesting and recent article about it referring to the research: Make study more effective, the easy way This is also why Dogme does not belong here. The greatest distinction of Dogme is that they are against using course books. In Dogme, a task or no task are just as valid. Sitting around and talking about shoes is just as valid as trying to achieve a task. I agree with the other poster, reasons for the Dogme reference are dubious. Preceding unsigned comment added by 116.20.66.153 (talk) 02:23, 6 November 2011 (UTC) Task vs.





exercise[edit] There's a lot of confusion and misinterpretation of terms in EFL and ESL. I think we need a clear distinction between tasks and exercises. follow a formula for a letter, use specific linguistic structures. Therefore, a task can be converted into an exercise by prescribing how learners should perform a task rather than letting them decide/discover for themselves. Matbury (talk) 20:57, 12 March 2012 (UTC) Dictogloss is not a legitimate task[edit] Dictogloss activities are explicitly form focused and therefore do not qualify as tasks in the context of TBLL. This is a commonly held misconception and only serves to confuse those who are interested in learning about TBLL and communicative language teaching (CLT) in general. As is stated elsewhere in the article, a task must have a central non linguistic goal or outcome. a focused task, but the learners main focus must be on an authentic, real world activity. Matbury (talk) 17:29, 27 January 2013 (UTC) Professor Rod Ellis on TBLL[edit] An interesting discussion and some very valid points made. I agree that, as it stands, the TBLL page isn't a valid topic and does appear to be marketing for Jane and Dave Willis' book(s). However, I've been studying and implementing TBLL for a few years now and there is a growing body of research evidence, pedagogical practices, methodology and theory behind what it is and how it works. The leading researcher is professor Rod Ellis at the University of Aukland, New Zealand. Matbury (talk) 20:57, 12 March 2012 (UTC) Nike Roshe Run Mens The TBLL page fails to clearly define what TBLL is and how it differs from other learning and teaching approaches. I think it woould be productive to address this issue. Here's the text extracted from a PPT presentation given by Rod Ellis: Rationale for Using Tasks[edit] Developing implicit knowledge learners can only develop implicit knowledge of a second language incidentally as a result of the effort to communicate. Automatisation learners can only gain in fluency by attempting to use the L2 in real operating conditions.

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