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Theory and
Practice of
Applied
Linguistics
Critical
literature
review
May 2015
756069
Table of Contents
1.
2.
3.
4.
5.
6.
Introduction
Task Based Language Learning
What is a Task?
The psycholinguistic perspective
The socio-cultural perspective
Language learning conditions
6.1. Exposure and use
6.2. Motivation
6.3. Instruction
7. Sequencing tasks
8. The Task Based Learning Framework
8.1. The Pre-Task Phase
8.2. The Task Cucle
8.3. The Language focus Phase
9. Misunserstandings about the Task Based Language
Learning
9.1. The Task
9.2. Grammar
9.3. Learners centredness vs. teachers centredness
9.4. Lower Level of English Proficiency Learners
10.
Conclusion
References
Introduction
What is a Task?
Instruction
Instruction, as an equally important condition for language
learning, must have its main focus on linguistic features
(Willis, 1996). In this way, it can assist learners in their
effort to notice lexical or grammatical patterns and work
out their meanings and uses. When learners attention is
drawn on specific linguistic features, they can support,
test or reject previously made hypotheses, become
consciously aware and are led to automaticity (R. Ellis,
2012). Numan (2004) maintains that effective instruction
must integrate form, meaning and function of linguistic
elements. Instruction is task completion dependant and
facilitates learners language scaffolding through implicit
or explicit language which is gradually withdrawn to
facilitate autonomy, creative use of language and
reflection on newly acquired language (Numan, 2004).
Sequencing tasks
Sequencing tasks depends on learners and teachers
(Crawford, 2002), attitude and motivation (Dornyei, 2002),
learning styles (Oxford, 2001), age (Robinson, 2001),
educational (Woolfolk et al., 2003) and cultural
background (Armstrong, 2009). Numan (2004) sequences
tasks starting from comprehension processing, productive
and finally interactive as skills acquired and practiced in
one step are extended in succeeding steps. In the same
TASK CYCLE
Task-Planning-Report
LANGUAGE FOCUS
Analysis- Practice
Conclusion
The studies reviewed so far have revealed that Task-Based
Learning is a research-based approach to teaching a
second language in terms of form versus use, knowledge
versus skill, control versus freedom, artifice versus nature
(Swan, 2005). As research on second language acquisition
expands, TBL will continue to incorporate its findings in
REFERENCES
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