Task-Based Language Teaching

2020 ◽  
pp. 83-98
Author(s):  
Gökhan Kayır
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Real Life ◽  
Communicative Language Teaching ◽  
Learning Processes ◽  
Language Teachers ◽  
Teaching Approach ◽  
Student Centered ◽  
Teaching Models

Task-based language teaching is one of the newest language teaching models and has popularity among language teachers as it brings real-life situations to the classroom. Based on main principles of communicative language teaching approach, the method provides student-centered, flexible, and authentic real-life classroom environments. Not only the output but also input and learning processes are important for the teachers using this approach. Students are in the center of teaching and learning process, while the teachers are mentor and facilitator. The TBLT uses educational tasks to teach a language. Educational tasks are duties that are structured for an educational purpose. Each task has a language focus that can be assessed. As a result, having the flexibility and being a student-centered approach, TBLT will be used and adapted by many language instructors.

Teacher’s Proficiency, and the Communicative Approach in Enhancing Students’ Performance in English Language Learning

2015 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Hysen Kasumi
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Student Centered ◽  
English Language Teachers

Even though we live in the century of constructivism, where teaching is based on student-centered model of constructivist approach, again the teacher plays a key role in teaching and learning. Therefore, our research has to do with the literature review, regarding teacher’s qualities, skills and knowledge to fit with the new experiences, needs and challenges. In our research, we used the qualitative method by observing the English language teachers and their uses of the English teaching methods, to continue with the implementation of Communicative Language Teaching Syllabus in some urban and rural schools of Republic of Kosovo. Furthermore, there was also conducted an empirical research regarding student performance based on the four language skills such as reading, writing, speaking and listening. It was also used the experimental method to see the differences of students’ performance, of those who are taught using the Communicative Language Teaching Methodand those who are taught with other methods.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

Lessons from “communicative language teaching” for Māori language teachers in English medium schools

2020 ◽  
Vol 16 (3) ◽  
pp. 259-267
Author(s):  
Sophie Judy Nock
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Of Instruction ◽  
Generational Transmission ◽  
Ultimate Fate ◽  
High Level

Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals TAHAP PENGETAHUAN GURU BAHASA ARAB DALAM MELAKSANAKAN KELAS BERBALIK [THE LEVEL OF KNOWLEDGE ARABIC LANGUAGE TEACHERS IN IMPLEMENTING FLIPPED CLASSROOM]

2020 ◽  
pp. 50-67
Author(s):  
Asma Hilmi ◽  
Zarima Mohd Zakaria ◽  
Ai Fatimah Nur Fuad
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Language Teachers ◽  
Technology In Education ◽  
Student Centered ◽  
Use Of Technology ◽  
Level Of Knowledge ◽  
Positive Effect

The use of technology in education is very common nowadays, and it is strongly encouraged as it provides effectiveness of the teaching and learning process especially through the 'Flipped Classroom' method. The form of this method focuses on the uses of technology and student-centered. Previous studies have shown that the Flipped classroom method has a positive effect on increasing students' interest in learning. However, recent studies show that most Arabic language teachers still use traditional methods in their teaching, making the learning environment passive and tedious. Therefore, this article aims to discuss the knowledge that Arabic teachers need to master in implementing the Flipped Classroom in order to make the teaching process more effective and engaging students.

scholarly journals “Visit My Stall”, A Game For Learning Indonesian as a Foreign Language (BIPA)

2018 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Puspa Fortuna Zulfa ◽  
Sulis Triyono
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
Speaking Skill

Essentially, learning Indonesian is the same as learning other foreign languages for the foreigners, and it uses the same methods for teaching and learning process. The tutor of that learning Indonesian for the foreigners (BIPA) must choose the appropriate methods for making teaching and learning process runs well and interesting. This paper is written based on the literature which aims at promoting a game, Visit My Stall, game for learning Indonesian as a foreign language. This paper also tries to show the explanation about this game, how to implement it, roles of the teacher and learners, as well as the assessment and the advantages offered. This game is created based on the principles of Communicative Language Teaching and Cooperative Learning in which learners are given the opportunities for cooperating with their group actively and interacting by exchanging their ideas to solve the problems in the form of tasks given by the teacher by means for achieving the same goals of each group. This game is not only to improve learners’ speaking skill in Indonesian, but also to motivate them when the learning process takes place. Thus, learning Indonesian for the foreigners will be an exciting and enjoyable activity for them.

scholarly journals THE IMPORTANCE OF TEACHER – STUDENTS INTERACTION IN COMMUNICATIVE LANGUAGE TEACHING (CLT)

2019 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Mohammad Abraham Akbar Eisenring ◽  
Margana Margana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Student Centered ◽  
Teacher Students ◽  
Important Means ◽  
Crucial Part

<p><em>Interaction takes crucial part in English language teaching and learning. It could determine the successfulness of teaching and learning in the classroom. Relying on the fact, interaction becomes the main means for teacher and students to exchange their ideas, feelings, opinions, insights, and etc. Especially for the teachers themselves, maintaining interaction with students is considered to be very important thing. In this case, teachers need to employ some proper strategies and approaches in order to deal with such kind of activity. Nowadays, a great number of teachers apply student-centered approach more than teacher-centered one in the way they teach English. Student-centered approach is believed to be able to encourage the teachers to raise their awareness to interact more with the students by implementing Communicative Language Teaching (CLT). In this library-based research paper, the writers would like to elevate the importance of classroom interaction in Communicative Language Teaching (CLT) as an important means for teachers in their respective classrooms.</em></p>

scholarly journals Engaging Students Online with Technology-Mediated Task-Based Language Teaching

2021 ◽  
Author(s):  
Surya Subrahmanyam Vellanki ◽  
Sasidhar Bandu
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Real Life ◽  
Virtual Classroom ◽  
Traditional Practices ◽  
Teaching Techniques ◽  
Online Learners ◽  
Online Teaching And Learning ◽  
Student Centered

The Covid-19 pandemic effected a sudden shift to online teaching, prompting teachers to implement many uncommon or even unusual teaching techniques in this unforeseen context. This precipitous move to online teaching has radically altered our teaching practices, where teachers have had to either completely do away with traditional practices or modify them in significant ways. One of the primary concerns of online teaching voiced by many teachers is to hold students’ interest and keep them engaged in the virtual classroom. Another challenge has been to make students interact with each other and the teacher. The authors of this paper believe that Task-Based Language Teaching (TBLT) addresses these concerns head-on. There are two reasons for this: first, its emphasis on real-life language through meaningful tasks; and second, it is student-centered. This paper provides a brief background of TBLT and technology-mediated TBLT. It will show how some coursebook materials could be used in TBLT to help online learners improve their language skills. The paper also outlines with examples how technology-mediated tasks could be deployed to encourage learners to use language in productive ways. Finally, the authors discuss some of the anticipated challenges concerning the application of TBLT in online teaching and learning contexts.

scholarly journals Engaging Students Online with Technology-Mediated Task-Based Language Teaching

2021 ◽  
pp. 107-126
Author(s):  
Surya Subrahmanyam Vellanki ◽  
Sasidhar Bandu
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Real Life ◽  
Virtual Classroom ◽  
Traditional Practices ◽  
Teaching Techniques ◽  
Online Learners ◽  
Online Teaching And Learning ◽  
Student Centered

The Covid-19 pandemic effected a sudden shift to online teaching, prompting teachers to implement many uncommon or even unusual teaching techniques in this unforeseen context. This precipitous move to online teaching has radically altered our teaching practices, where teachers have had to either completely do away with traditional practices or modify them in significant ways. One of the primary concerns of online teaching voiced by many teachers is to hold students’ interest and keep them engaged in the virtual classroom. Another challenge has been to make students interact with each other and the teacher. The authors of this paper believe that Task-Based Language Teaching (TBLT) addresses these concerns head-on. There are two reasons for this: first, its emphasis on real-life language through meaningful tasks; and second, it is student-centered. This paper provides a brief background of TBLT and technology-mediated TBLT. It will show how some coursebook materials could be used in TBLT to help online learners improve their language skills. The paper also outlines with examples how technology-mediated tasks could be deployed to encourage learners to use language in productive ways. Finally, the authors discuss some of the anticipated challenges concerning the application of TBLT in online teaching and learning contexts.

scholarly journals SOME LINGUISTIC SUGGESTIONS IN CONDUCTING MALAY LANGUAGE CLASSES

2021 ◽  
Vol 22 (1) ◽  
pp. 104-117
Author(s):  
KENICHI NAMAI
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Target Language ◽  
Student Centered ◽  
Alternative Teaching ◽  
Language Classes ◽  
Quiet Students

Despite some skeptics, most foreign language teachers, especially those of English as a Foreign Language (EFL)/English as a Second Language (ESL), advocate Communicative Language Teaching (CLT) and have long been conducting student-centered communicative activities in their classrooms. This paper argues that CLT is generally ineffective in teaching quiet students and students with little motivation. In the context of teaching Malay as a foreign language, it introduces an alternative teaching approach that requires teacher-centered drill activities, which have been shown effective in EFL teaching in Japan, a country known for its typically quiet students, most of whom do not see a point in acquiring any practical skills of English. The paper demonstrates the necessity of explaining basic syntactic rules, some of which tend to be taken for granted, that are crucial in helping students of Malay develop a systematic grammar of their target language. Keywords: English education; Communicative language teaching; Japan; Grammar

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