Task-based Language Teaching The text “Task-based Language Teaching” from Larsen Freeman and Marti Anderson is about one of the many techniques used by teacher all over the world in the teaching of a foreign language. This theory defends teaching through giving useful and relevant tasks to students. The authors start by explaining the two different forms of syllabi – the synthetic and the analytic. The one to be perused will be the analytic syllabi, which “…are organized in terms of the purposes for which people are learning language and the kinds of language performance that are necessary to meet those purposes” (Wilkins 1976: 13). There are two kinds of tasks that can be used in this approach, the input-providing tasks and the output-prompting tasks. According to the authors, the first one will engage learners with the receptive skills of listening and reading; whereas the second one will stimulate students to write or speak meaningfully. The idea is to teach students by giving them meaningful tasks to accomplish throughout the classes. While performing such tasks students will be practicing how to structure their sentences, how to organize their ideas, vocabulary and even grammar (implicitly). The role of the teacher is to give the instructions on how to perform the activity, to give pointers when needed, and to give, afterwards, the necessary feedback. The role of the students, in this scenario, is very big. They
Resumo sobre um método de ensino de língua inglesa.
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Task-based Language Teaching
The text Task-based Language Teaching from Larsen Freeman and
Marti Anderson is about one of the many techniques used by teacher
all over the world in the teaching of a foreign language. This
theory defends teaching through giving useful and relevant tasks to
students.The authors start by explaining the two different forms of
syllabi the synthetic and the analytic. The one to be perused will
be the analytic syllabi, which are organized in terms of the
purposes for which people are learning language and the kinds of
language performance that are necessary to meet those purposes
(Wilkins 1976: 13).There are two kinds of tasks that can be used in
this approach, the input-providing tasks and the output-prompting
tasks. According to the authors, the first one will engage learners
with the receptive skills of listening and reading; whereas the
second one will stimulate students to write or speak meaningfully.
The idea is to teach students by giving them meaningful tasks to
accomplish throughout the classes. While performing such tasks
students will be practicing how to structure their sentences, how
to organize their ideas, vocabulary and even grammar (implicitly).
The role of the teacher is to give the instructions on how to
perform the activity, to give pointers when needed, and to give,
afterwards, the necessary feedback. The role of the students, in
this scenario, is very big. They will have to work in every step,
either practicing their understanding, producing or presenting.This
kind of approach gives students the freedom to speak, to use
English in different ways for different purposes and most
importantly, to find out that English can be used in real
situations.
