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According to Plews and Zhao, task-based language learning can suffer in practice from poorly informed implementation and adaptations that alter its fundamental nature. They say that lessons are frequently changed to be more like traditional teacher-led presentation-practice-production lessons than task-based lessons. [16]
In recent years, task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI), has grown steadily in popularity. TBLL is a further refinement of the CLT approach, emphasizing the successful completion of tasks as both the organizing feature and the basis for assessment of language ...
Finally, each group presents their work to the rest of the class. Dictogloss activities encourage learners to focus on the form of their language while also being based in communication, and are used in task-based language teaching. [2] Dictogloss activities integrate the four language skills of listening, reading, and writing. [3]
That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language. [1] According to CLT, the goal of language education is the ability to communicate in the target language. [2]
An information gap task is a technique in language teaching where students are missing information necessary to complete a task or solve a problem, and must communicate with their classmates to fill in the gaps. [1] It is often used in communicative language teaching and task-based language learning.
The task-based language learning approach to CLT has gained ground. Proponents believe that CLT develops and improves speaking, writing, listening, and reading skills, preventing students from listening passively to the teacher without interacting.
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