LITMIR.BIZ

Скачать книгу

TBT can be used to teach both the spoken and the written language.

      8 Tasks are always done in pairs or groups.

      Commentary

      Here is a commentary on these eight statements:

      1 Most of us know someone who fits this description. Some years ago we were shown round the city of Prague by a Czech friend whose English was very limited. He was rarely able to produce a full sentence without at least one or two mistakes. He rarely used a past tense form, yet he managed to tell us all about the Prague Spring of 1970 using present tense forms with appropriate past adverbials. Even with his severely limited English he was fluent and entertaining. The important thing was that he was willing to make the most of the English he had. This is one of the most valuable things we can give a learner: the confidence and willingness to have a go, even if their language resources are limited. Many of us fall into this category ourselves with respect to at least one foreign language which we use occasionally but have never mastered.

      2 This depends what you mean by ‘the right grammar’. Learners talk about the past long before they have control of the past tense: they say things like ‘Yesterday I play tennis’. Long before they have proper control of question forms they can make questions using intonation and interrogative words:

      Where you live?

      What you want?

      In commenting on the previous question we pointed out that learners can be highly resourceful language users, creating complex meanings even with a limited grammar. One of the most important things about TBT is that it promotes learners’ confidence by providing them with plenty of opportunities to use language in the classroom without being constantly afraid of making mistakes. Once they have a stock of words they can begin to communicate. And, once they begin to communicate, we can help them shape their language so that it becomes more complex and more grammatical.

      3 Most current approaches to TBT certainly recognize the importance of grammar. Today task-based activities are almost always followed by one or more form-focused activity. Many traditional methodologies begin by teaching grammatical forms and then go on to set communicative activities in which they believe learners will be able to use those forms. The initial aim of TBT is to encourage learners to engage in meaning with the language resources they already have. This makes learners acutely aware of what they need to learn. They are then given form-focused activities to help them develop that language. They may later do a repeat task which gives them the opportunity to incorporate some of the language they have focused on at an earlier stage.

      4 TBT is certainly not designed with examinations in mind. It is designed to produce learners who can use their English in the real world outside the classroom, even if that language is grammatically inaccurate. If an examination genuinely tests learners’ ability to use the language, then TBT will prepare them for this very effectively. Unfortunately some examinations set a much higher premium on grammatical accuracy than on the ability to use the language. But TBT can be adapted to prepare learners for examinations of this kind. In Chapter 6 we will look at form-focused activities within the context of a TBT programme. The form-focused activities which follow a task can be designed or supplemented to reflect the sort of question that learners will face in the examination.

      5 Any teacher will need basic classroom skills – the ability to motivate learners and organize activities in the classroom. They will also need to be able to demonstrate and explain important language features. So an experienced teacher who already has these skills will start with an advantage. But the most important thing in TBT is the willingness to engage with learners in communication, and to allow learners the freedom to use the language. Some experienced teachers find this very difficult because they are used to controlling learner language in order to avoid mistakes. TBT requires a willingness to surrender some of that control. Teachers who come to the classroom with an open mind, whether they are experienced or inexperienced, will learn to use TBT effectively if they have the confidence to trust the learners and give them every opportunity to use the language for themselves.

      6 Sometimes teachers who don’t have confidence in their own English respond by controlling learners very strictly, so that they can predict almost everything that will happen in the classroom. But if learners are always controlled, they will never learn to use language freely. They need an English-speaking model, and the best model they can get is a teacher whom they respect. So try to use English freely in the classroom even if you do make some mistakes. Mistakes are a natural part of spontaneous use. Once learners are involved in a task which engages their interest, they won’t even notice them. So use your English to talk freely to learners: don’t deprive them of the best learning aid they could possibly have. You are much more valuable as a model than the cassette recorder, or CD, or video screen.

      7 Many people believe that TBT focuses almost entirely on the spoken language. There is certainly a lot of talking in the TBT classroom, from both teachers and learners, but TBT can also be used to teach reading (see Chapter 3) and to provide valuable writing practice as illustrated in later chapters.

      8 It is true that many task-based teachers like learners to work in pairs or groups. This is generally because this gives learners more opportunities to use the language for themselves. But TBT can certainly be accommodated within a teacher-led classroom (see Chapter 7), and one of the most successful practitioners of TBT, N. S. Prabhu, used a teacher-fronted methodology (Prabhu 1987), working always with the class as a whole.

      1.2 Starting with form and starting with meaning: alternative approaches to teaching

      Some approaches to language teaching, which we will call form-based approaches, are based on the belief that we need to take great care, at each stage of learning, that learners produce the language accurately. Usually this involves a focus on form at the very beginning of a teaching sequence. By a focus on form we mean that teachers isolate one or two specific forms, specific grammatical structures or functional realizations, and identify these as the target forms. Learners know that by the end of the teaching sequence, often contained in a single lesson, they will be expected to produce these forms with an acceptable level of accuracy.

      A well known form-focused approach is often known as PPP (Presentation → Practice → Production). This begins by highlighting one or two new forms and illustrating their meaning. It then goes on to practise that form under careful teacher control. This control is gradually relaxed until finally learners are offered the opportunity to produce the target form(s) in a communicative activity. This approach has four main characteristics:

      1 A focus on one or two forms, specified by the teacher, which are later to be incorporated in the performance of a communicative activity.

      2 This focus on form comes before learners engage in communicative activity.

      3 Teacher control of learner language. This is imposed strictly in the early stages of the cycle and gradually relaxed.

      4 The success of the procedure is judged in terms of whether or not learners do produce the target forms with an acceptable level of accuracy.

      Other approaches, which we will call meaning-based approaches, are based on the belief that it is more effective to encourage learners to use the language as much as possible, even if this means that some of the language they produce is inaccurate. Teachers provide learners with opportunities in the classroom to use the language for genuine communication. This involves a focus on meaning. Inevitably, in the course of a meaning-focused activity, learners will sometimes naturally focus on language for themselves. They will, for example, stop for a moment to think ‘How do I best express this next idea?’, ‘What’s the word for X?’, or ‘Should I be using the past tense here?’ When this happens learners are not simply thinking about forms specified by the teacher and how best to incorporate these forms in their output. They are thinking about language in general and searching their own language repertoire to decide how best to express themselves in a given communicative situation. We will call this a focus on language. Sometimes this focus on language

Скачать книгу