Task based language teaching Sample Clauses

Task based language teaching. The use of Task based language teaching has seen an increase of interest in the research and educator communities over the last decades (Xxxxxx, 2019, 374). It is an approach to teaching that challenge mainstream ideas, and it has met both resistance and support within academia (East, 2017, 413; Xxxxx, 2009, 222). TBLT centres around the idea of learning through a focus on meaning, which is achieved using constructions called "tasks". In the TBLT context, a task is a specific definition for a type of instructional activity, and it must follow certain criteria to qualify as a task:
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Task based language teaching. The priming activity went according to plan. First, the instructor and the students discussed the term “philanthropy”, which lasted for about five minutes. The students mostly used YouTube related celebrities as examples, and the instructor prompted discussions on the positive and negative sides of philanthropy. The task received mixed receptions within the group. It was clear that about half of the students did not put much effort into their work. This may be described as one of the weaknesses of the intervention; the intervention is an isolated event with no actual impact on the students grading. Consequently, a substantial part of the students did not consider the task worth the effort. However, the task worked as intended for the students who did put in the effort. That means the instructor got to view the participant’s work while in progress and correct ungrammatical constructions of the targeted structure where it was needed. The post-task went as intended, and the group seemed to pay attention to the instruction.

Related to Task based language teaching

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