Task-Based Language Teaching

Task-Based Language Teaching refers to (1)______ as the core unit of (2)_____ in language teaching.

• (1) the use of communication

  (2) observation and instruction

• (1) the use of tasks

  (2) planning and application

• (1) the use of tasks

  (2) planning and instruction

• (1) the use of communication

  (2) observation and application

According to TBLT, language learning is determined by learner external, rather than internal, factors. Learning is promoted by activating external acquisition processes.

• TRUE

• FALSE

Which of the following is TRUE according to TBLT’s goal of teaching?

i. Language learning is a nonorganic process.

ii. A focus on form can facilitate language learning.

iii. Negotiation of meaning provides learners with opportunities for provision of comprehensible input and modified input.

iv. Tasks provide opportunities for learners to “notice the gap.”

v. Only interaction through tasks provides opportunities for scaffolded learning, not communication.

vi. Task activity and achievement are motivational.

vii. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.

• i – ii – iii – v

• ii – iv – vi – vii

• iii – iv – v – vi

• iv – v – vi – vii

For older learners, TBLT advocates the use of needs analysis, such as _____, to determine learner needs as well as the domains and situations of language use a course should focus on.

Which of the following is suitable for the blank?

i. questionnaires

ii. information gap tasks

iii. games

iv. problem-solving tasks

v. interviews

• i, v

• ii, iv

• iii, iv

Put the following in the correct order of the procedures involved in the process.

(1) Classify the target tasks into task types.

(2) Select and sequence the pedagogical tasks to form a task syllabus.

(3) Conduct a needs analysis to obtain an inventory of target tasks.

(4) From the task types, derive pedagogical tasks.

• (3) - (1) - (4) - (2)

• (1) - (4) - (2) - (3)

• (2) - (3) - (1) - (4)

• (4) - (2) - (3) - (1)

In TBLT, the documents students work with may be identical to those used in a class where the approach is Competency-Based Language Teaching, but in the case of a task-based approach, specific skills or language needed to understand the document would be focused on only in the context of the task, as opposed to being treated separately using a skill-based theory of language learning.

• TRUE

• FALSE

Which roles for learners are assumed in current proposals for TBLT?

• Group participant

• Monitor

• Risk-taker

• A, B, and C

Choose the wrong answer. Which roles for teachers in TBLT does Van den Branden (2006) suggest?

• Motivate the students to invest mental energy in task performance, support their level of motivation through the various phases of a task-based activity

• The teacher may tend to focus on their own mastery and presentation of complex content (CBI)

• Efficiently organize the task-based activity

• Interactionally support the students while they are performing the task, differentiate between students while doing so

Which of the following is NOT a type of task classified by Willis (1996) and Pica et al. (1993)?

• Translation tasks

• Jigsaw tasks

• Information gap tasks

• Opinion exchange tasks

What role do instructional materials typically play in TBLT?

• The primary source of grammar rules

• Translation exercises

• Vocabulary memorization

• Provide contexts for tasks and support task performance