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Task-Based Learning v pojetí Jane Willis

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Bibliographic Details
Title: Task-Based Learning v pojetí Jane Willis
Authors: Ždímalová, H. (Hana)
Publication Year: 2012
Collection: The Czech Academy of Sciences: Publication Activity (ASEP) / Akademie věd ČR - Publikační činnost
Subject Terms: definition of a task, Task-Based Language Learning and Teaching, pre-task, task cycle, language focus, communicative approaches, accuracy, fluency, lower-proficiency levels
Description: This article introduces Task-Based Learning and Teaching (TBL) as a relatively new method for teaching foreign languages based on setting meaningful tasks. TBL has developed within Communicative Language Teaching and has been gaining in popularity. The article describes the beginning of TBL in its genuine form (strong TBL) in the 1970s. It defines the term ‘task’ according to the first proponent of TBL in English Language Teaching methodology (Prabhu, 1987) and summarizes the basic features of TBL, including the description of three phases of a TBL lesson according to one of the most famous proponents of TBL, Jane Willis (1996). The author of this article uses her own examples of TBL activities in order to demonstrate how to use TBL in teaching Czech as a Foreign Language to adult learners at B1+ proficiency level according to the CEFR (topic: ‘making a complaint in a shop’). She shares her experience and explains possible drawbacks of the method, especially in terms of teaching lower-proficiency levels (A1-B1).
Document Type: book part
Language: Czech
Relation: http://hdl.handle.net/11104/0220651
Availability: http://hdl.handle.net/11104/0220651
Accession Number: edsbas.68FE45CD
Database: BASE
Description
Abstract:This article introduces Task-Based Learning and Teaching (TBL) as a relatively new method for teaching foreign languages based on setting meaningful tasks. TBL has developed within Communicative Language Teaching and has been gaining in popularity. The article describes the beginning of TBL in its genuine form (strong TBL) in the 1970s. It defines the term ‘task’ according to the first proponent of TBL in English Language Teaching methodology (Prabhu, 1987) and summarizes the basic features of TBL, including the description of three phases of a TBL lesson according to one of the most famous proponents of TBL, Jane Willis (1996). The author of this article uses her own examples of TBL activities in order to demonstrate how to use TBL in teaching Czech as a Foreign Language to adult learners at B1+ proficiency level according to the CEFR (topic: ‘making a complaint in a shop’). She shares her experience and explains possible drawbacks of the method, especially in terms of teaching lower-proficiency levels (A1-B1).