Task-Based Language Teaching & Assessment 分享者：陳素淩 輔導員 hs4318@nc.hcc.edu.tw

The PPP paradigm. First present： The teacher presents an item of language in a clear context to get across its meaning. Then practice stage：Students are asked to complete a controlled practice stage (choral and individual drilling, etc.) Finally produce: Sometimes it is called the 'free practice' stage (role play, etc.)

A Task-Based Language Teaching Based on the use of tasks as the core unit of planning and instruction in language teaching (Richards & Rodgers, 2001) Based around the completion of tasks which may include projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.

The TBLT Framework ※Richards ( 1985) Pretask activities: The focus is on thinking about a topic, generating vocabulary and related language, and developing expectations about the topic. The activities include brain-storming, ranking exercises, and problem-solving tasks. Task activity: Engage in the process of completing a task. Posttask activities: Focus on the aspects of language.

The TBLT Framework ※ Willis (1996) Pre-task: Task cycle: Task: A task is carried out using target language. Planning: Preparation for presenting what they have done Report: Presenting their report Language focus (Posttask): Analysis: Making corrections and adjustments to the students' performance Practice: Language areas are selected to practice based on what emerged from the task and report phases. ( like choral repetition, memory challenge games to increase students’ confidence).

Task types ※ Willis’ six task types (1996) Listing Ordering and sorting Comparing Problem solving Sharing personal experiences Creative tasks

Integrated Assessment We are assessing all of the time. Assessment is integrated into life. Integrated Assessment is merely a way to integrate multiple assessment practices into classroom instruction. Assessment needs to be integrated into textbooks. Assessment needs to be integrated into all phases of instruction.

Sources Richards, J.C. (1985). Conversational competence through role-play activities. RELC Journal 16(1): 82-100. Richards, J.C. and Rodgers, T.S. (2001). Approaches and methods in language teaching. Cambridge University Press. Willis, J. (1996). A Framework for Task-Based Learning. Pearson Education Asia Pte Ltd. http://en.wikipedia.org/wiki/Task-based_language_learning http://www.teachingenglish.org.uk/think/articles/a-task-based-approach http://www.tblt.net/ http://www.youtube.com/ Dr. Caroline Linse (Multiple Assessments: moving towards Integrated Assessment)