A Lesson Plan of TBLT (Task-Based Language Teaching)

Jiang Ting

doi:doi:10.11648/j.ijsedu.20160403.12

| Peer-Reviewed

A Lesson Plan of TBLT (Task-Based Language Teaching)

Jiang Ting

Published in International Journal of Secondary Education (Volume 4, Issue 3)

Received: 9 November 2016 Accepted: Published: 10 November 2016

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This article demonstrates a task-based language teaching class in Chinese context, and it follows the three-stage TBLT framework: pre-task; task cycle and the language focus. Rationale for TBLT method; authentic teaching material and specific activities involved in the class have been explained and justified. Finally, it critically evaluates the designed lesson plan in accordance with Chinese context and indicates potential difficulties with practical consideration.

Published in	International Journal of Secondary Education (Volume 4, Issue 3)
DOI	10.11648/j.ijsedu.20160403.12
Page(s)	32-38
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Task-based Language Teaching, Lesson Plan, Activities, Authentic

References

[1]	Aliakbari, M., & Jamalvandi, B. (2010). The Impact of" Role Play" on Fostering EFL Learners' Speaking Ability: A Task-Based Approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
[2]	Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL quarterly, 20(1), 47-59.
[3]	Brophy, J. (2003). Teaching Problem Students. Guilford Press.
[4]	Cooper., H., Patall, E. & Wynn, S. “The Effectiveness and Relative Importance of Choice in the Classrom.” Journal of Educational Psychology, 102.4 (2010).
[5]	Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms (Vol. 20). John Benjamins Publishing.
[6]	Day, R. R. and Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.
[7]	Elley, W. B. (1989). Vocabulary Qcquisition From Listening To Stories. Reading Research Quarterly, 174-187.
[8]	Fluckiger, J., Vigil, Y., Pasco, R., & Danielson, K. (2010). Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning. College Teaching, 58 (4), 136-140.
[9]	Forslund Frykedal, K., & Chiriac, E. H. (2014). Group work management in the classroom. Scandinavian Journal of Educational Research, 58(2), 222-234.
[10]	Hao, P. (2013) A Survey of the Implementation of Task-Based Approach in Senior High School English Teaching Shandong Normal university.
[11]	Haruma, H., & Christopher, L. (2011). Western and Japanese Discourse Style in a Consensus-Building Task Discussion. Pan-Pacific Association Of Applied Linguistics (PAAL), 15(1), 39.
[12]	Haynes, M., & Baker, I. (1993). American and Chinese Readers Learning from Lexical Familiarizations in English text. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language Reading and Vocabulary Learning (pp. 130–152). Norwood, NJ: Ablex.
[13]	Hu, R. (2013). Task-Based Language Teaching: Responses from Chinese Teachers of English. Tesl-Ej, 16(4), n4.
[14]	Huckin, T., & Coady, J. (1999). Incidental Vocabulary Acquisition in a Second Language. Studies in second language acquisition, 21(02), 181-193.
[15]	Kane, M. J., & Engle, R. W. (2003). Working-Memory Capacity and the Control of Attention: the Contributions of Goal Neglect, Response Competition, and Task Set to Stroop Interference. Journal of Experimental Psychology: General, 132(1), 47.
[16]	Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications (Vol. 19850). London: Longman.
[17]	Laufer, B. (1997). The Lexical Plight in Second Language Reading: Words you Don’t Know, Words you think you know, and Words you can’t Guess. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (pp. 20–34). New York: Cambridge University Press.
[18]	Long, M. H. (1985). A Role for Instruction in Second Language Acquisition: Task-based Language Teaching. In K. Hyltenstam, & M. Pienemann (Eds.), Modeling and accessing second language acquisition (pp. 77-99). Clevedon: Multilingual Matters.
[19]	Long, M. (1970). H. & Sato, CJ (1983). Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’ Questions. Classroom Oriented Research in Second Language Acquisition, 3-34.
[20]	Lynch, T., & Maclean, J. (2000). Exploring the Benefits of Task Repetition and Recycling for Classroom Learning. Language Teaching Research, 4(3), 221-250.
[21]	McNeil, L. (2012). Using Talk to Scaffold Referential Questions for English Language Learners. Teaching And Teacher Education: An International Journal Of Research And Studies, 28(3), 396-404.
[22]	Millington, N. T. (2011). Using Songs Effectively to teach English to young learners. Language Education in Asia, 2(1), 134-141.
[23]	Mishan, F. (2005). Designing Authenticity into Language Learning Materials. Intellect Books.
[24]	Mitchell, R., Myles, F., & Marsden, E. (2013). Second Language Learning Theories. Routledge.
[25]	Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL Listening and Speaking. Routledge:
[26]	Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
[27]	Nunan, D. 2004, Task-Based Language Teaching, Cambridge: Cambridge University.
[28]	Oxford, R. L., 1990: Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
[29]	Özcan, 2010 Özcan, S. (2010). The Effect of Asking Referential Questions on the Participation and Oral Production of Lower Level Language Learners in Reading Classes. Unpublished master's thesis. Middle East Technical University.
[30]	Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford university press.
[31]	Rahimpour, M. (2008). Implementation of task-based approaches to language teaching. Pazhuhesh-e-Zabanha-ye Khareji Journal, University of Tehran, 41, 45-61.
[32]	Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press. Cambridge.
[33]	Robinson, P. (2001b). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 27-57. http://dx.doi.org/10.1093/applin/22.1.27.
[34]	Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
[35]	Rost, M., & Wilson, J. (2013). Active Listening. Harlow, UK: Pearson Education.
[36]	Schmitt, N. (2008). Review article: Instructed Second Language Vocabulary learning. Language Teaching Research, 12(3), 329-363.
[37]	Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford Univerisity Press.
[38]	Simensen, A. M. (2007). Teaching a Foreign Language - Principles and Procedures (2ed.). Oslo: Fagbokforlaget.
[39]	Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (Eds.), Input in Second Language Acquisition, pp. 235-256. New York: Newbury House.
[40]	Tatayama, Y. (1998). Explicit and implicit teaching of pragmatic routines: Japanese Sumimasen. In K. R. Rose & G. Kasper (Ed.),
[41]	Tauer, J. M., & Harackiewicz, J. M. (2004). The Effects Of Cooperation and Competition on Intrinsic Motivation and Performance. Journal of Personality and Social Psychology, 86(6), 849.
[42]	Vandergrift, L. (2003a). From Prediction Through Reflection: Guiding Students Through The Process of Second Language Listening. The Canadian Modern Language Review, 59(3), 425-440.
[43]	Vandergrift, L., & Tafaghodtari, M. (2010). Teaching Students How to Learn Does Make a Difference. Language Learning, 60(2), 470-497.
[44]	Walters, J., & Bozkurt, N. (2009). The Effect of Keeping Vocabulary Notebooks on Vocabulary Acquisition. Language Teaching Research, 13(4), 403-423.
[45]	Waring, M. (2014). Teaching and Classroom. Learning to Teach: A Handbook for Primary and Secondary School Teachers, 102.
[46]	Willis, J. (1996). A Framework for Task-Based Learning. Harlow: U.K. Longman Addison-Wesley.
[47]	Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89e100.
[48]	Zhang, S. (2011). Peer Feedback: A New Approach to English Writing Instruction in a Chinese College Setting. Sino-US English Teaching, 8(6), 364-368.
[49]	Zhang, X., & Hung, S. (2013). A Case Study of Exploring Viability of Task-Based Instruction on College English Teaching in Big-Sized Class. Journal Of Language Teaching And Research, (4), 693.

Cite This Article

Plain Text BibTeX RIS

APA Style

Jiang Ting. (2016). A Lesson Plan of TBLT (Task-Based Language Teaching). International Journal of Secondary Education, 4(3), 32-38. https://doi.org/10.11648/j.ijsedu.20160403.12

Copy | Download

ACS Style

Jiang Ting. A Lesson Plan of TBLT (Task-Based Language Teaching). Int. J. Second. Educ. 2016, 4(3), 32-38. doi: 10.11648/j.ijsedu.20160403.12

Copy | Download

AMA Style

Jiang Ting. A Lesson Plan of TBLT (Task-Based Language Teaching). Int J Second Educ. 2016;4(3):32-38. doi: 10.11648/j.ijsedu.20160403.12

Copy | Download

@article{10.11648/j.ijsedu.20160403.12,
  author = {Jiang Ting},
  title = {A Lesson Plan of TBLT (Task-Based Language Teaching)},
  journal = {International Journal of Secondary Education},
  volume = {4},
  number = {3},
  pages = {32-38},
  doi = {10.11648/j.ijsedu.20160403.12},
  url = {https://doi.org/10.11648/j.ijsedu.20160403.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20160403.12},
  abstract = {This article demonstrates a task-based language teaching class in Chinese context, and it follows the three-stage TBLT framework: pre-task; task cycle and the language focus. Rationale for TBLT method; authentic teaching material and specific activities involved in the class have been explained and justified. Finally, it critically evaluates the designed lesson plan in accordance with Chinese context and indicates potential difficulties with practical consideration.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - A Lesson Plan of TBLT (Task-Based Language Teaching)
AU  - Jiang Ting
Y1  - 2016/11/10
PY  - 2016
N1  - https://doi.org/10.11648/j.ijsedu.20160403.12
DO  - 10.11648/j.ijsedu.20160403.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 32
EP  - 38
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20160403.12
AB  - This article demonstrates a task-based language teaching class in Chinese context, and it follows the three-stage TBLT framework: pre-task; task cycle and the language focus. Rationale for TBLT method; authentic teaching material and specific activities involved in the class have been explained and justified. Finally, it critically evaluates the designed lesson plan in accordance with Chinese context and indicates potential difficulties with practical consideration.
VL  - 4
IS  - 3
ER  -

Copy | Download

Author Information

Jiang Ting

Office of Academic Affairs, Huainan Normal University, Huainan, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Jiang Ting. (2016). A Lesson Plan of TBLT (Task-Based Language Teaching). International Journal of Secondary Education, 4(3), 32-38. https://doi.org/10.11648/j.ijsedu.20160403.12

Copy | Download

ACS Style

Jiang Ting. A Lesson Plan of TBLT (Task-Based Language Teaching). Int. J. Second. Educ. 2016, 4(3), 32-38. doi: 10.11648/j.ijsedu.20160403.12

Copy | Download

AMA Style

Jiang Ting. A Lesson Plan of TBLT (Task-Based Language Teaching). Int J Second Educ. 2016;4(3):32-38. doi: 10.11648/j.ijsedu.20160403.12

Copy | Download

@article{10.11648/j.ijsedu.20160403.12,
  author = {Jiang Ting},
  title = {A Lesson Plan of TBLT (Task-Based Language Teaching)},
  journal = {International Journal of Secondary Education},
  volume = {4},
  number = {3},
  pages = {32-38},
  doi = {10.11648/j.ijsedu.20160403.12},
  url = {https://doi.org/10.11648/j.ijsedu.20160403.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20160403.12},
  abstract = {This article demonstrates a task-based language teaching class in Chinese context, and it follows the three-stage TBLT framework: pre-task; task cycle and the language focus. Rationale for TBLT method; authentic teaching material and specific activities involved in the class have been explained and justified. Finally, it critically evaluates the designed lesson plan in accordance with Chinese context and indicates potential difficulties with practical consideration.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - A Lesson Plan of TBLT (Task-Based Language Teaching)
AU  - Jiang Ting
Y1  - 2016/11/10
PY  - 2016
N1  - https://doi.org/10.11648/j.ijsedu.20160403.12
DO  - 10.11648/j.ijsedu.20160403.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 32
EP  - 38
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20160403.12
AB  - This article demonstrates a task-based language teaching class in Chinese context, and it follows the three-stage TBLT framework: pre-task; task cycle and the language focus. Rationale for TBLT method; authentic teaching material and specific activities involved in the class have been explained and justified. Finally, it critically evaluates the designed lesson plan in accordance with Chinese context and indicates potential difficulties with practical consideration.
VL  - 4
IS  - 3
ER  -

Copy | Download