Inicio » » 3.7-The TBL Lesson: From Fluency to Accuracy

17/ABR/2024 -- 20:30
María Antonieta Roca Rodríguez
Tutor
 According to Ellis (2003: 243) only the “during-task” stage is obligatory in task-based teaching. However, as you must have noticed the “pre and post task” stages play a crucial role in ensuring that the task performance is effective for language development.What is your opinion on her comments?
 
24/ABR/2024 -- 19:01
Vanessa Eugenia García Llampallas y Pacheco
Alumno

While it is true that the task itself would be the only mandatory requirement of a task-based approach, I don’t think the other two should be excluded from the lesson. This is due to the fact that both stages provide students with different tools that can enrich their learning process.

 

Regarding the post-task stage, I find it particularly useful to give students structure and practice opportunities that they might lack in a purely incidental setting. After all, the task can help trigger the appearance of certain structures from a communicative perspective focussed on meaning, but a certain understanding of the form is necessary to be able to adapt it to different contexts outside of the task. Focussing on the forms allows students to become familiar and systematise the rules of a particular structure to be able to use it in the future, thus acquiring not only fluency but also accuracy.

 

Of course, one way to assess this might be by repeating the task or by having students do a task with a similar objective than the first. This would give students the opportunity to correct past errors and to incorporate newly discovered language into their repertoire. On the other hand, this would also allow the teacher to assess whether further depth or practice is needed.

 
05/MAY/2024 -- 22:23
Alejandro Figueroa Ávila
Alumno

In my opinion, the Task-Based Learning (TBL) approach emphasizes the importance of activities that come before and after the main task. These activities are not just supportive; they play a crucial role in deepening understanding and reinforcing language skills and we need to include them. Before the main task, pre-task activities act as a scaffold, providing students with the necessary tools and knowledge to successfully complete the task. For example, I believe it’s essential to introduce key vocabulary and review relevant grammatical structures. I usually use pictures or infographics. This not only sets the context but also builds confidence and readiness. During the task phase, students apply what they’ve learned in real-world or simulated scenarios, actively using the language. This direct engagement is where deep learning occurs. Finally, Post-task activities are where reflection and deeper learning are emphasized. After the task, I could facilitate a session where students can discuss the challenges they faced and share their outcomes. This not only allows for peer learning but also helps them to internalize the corrections and suggestions, making it a valuable learning experience. Moreover, it provides a chance to revisit and reinforce the language structures and vocabulary in a meaningful context, ensuring that learning is solidified.

Overall, the integration of pre- and post-task activities within the TBL framework is fundamental to not just accomplishing tasks but ensuring that these tasks lead to significant language acquisition and proficiency improvement.

 
 
06/MAY/2024 -- 16:47
Vanessa Eugenia García Llampallas y Pacheco
Alumno

Hi, Alejandro! 

I agree with your views on how pre- and post-task activities can be of use for students. As you mention, pre-task activities can provide useful tools necessary for students to carry out a task successfully. However, I wonder if some of the activities you suggest like the infographics might be a little direct, and thus fall into a PPP-like lesson. I mention this because you spoke again about the infographics, which you also mentioned in your PPP lesson for a different forum. Therefore, if you think it would help, I believe you could think of other activities you could use in the pre-task stage which can fulfil the role of scafolding which you are suggesting. Something that has helped me greatly would be to have them recall vocabulary they are already familiar with. After all, new vocabulary can also be introduced during the task or through specific input, such as reading or listening materials. 

I hope you find this useful. 

Best, 

-Vanessa
 
06/MAY/2024 -- 16:47
Vanessa Eugenia García Llampallas y Pacheco
Alumno

Hi, Alejandro! 

I agree with your views on how pre- and post-task activities can be of use for students. As you mention, pre-task activities can provide useful tools necessary for students to carry out a task successfully. However, I wonder if some of the activities you suggest like the infographics might be a little direct, and thus fall into a PPP-like lesson. I mention this because you spoke again about the infographics, which you also mentioned in your PPP lesson for a different forum. Therefore, if you think it would help, I believe you could think of other activities you could use in the pre-task stage which can fulfil the role of scafolding which you are suggesting. Something that has helped me greatly would be to have them recall vocabulary they are already familiar with. After all, new vocabulary can also be introduced during the task or through specific input, such as reading or listening materials. 

I hope you find this useful. 

Best, 

-Vanessa
 
06/MAY/2024 -- 16:47
Vanessa Eugenia García Llampallas y Pacheco
Alumno

Hi, Alejandro! 

I agree with your views on how pre- and post-task activities can be of use for students. As you mention, pre-task activities can provide useful tools necessary for students to carry out a task successfully. However, I wonder if some of the activities you suggest like the infographics might be a little direct, and thus fall into a PPP-like lesson. I mention this because you spoke again about the infographics, which you also mentioned in your PPP lesson for a different forum. Therefore, if you think it would help, I believe you could think of other activities you could use in the pre-task stage which can fulfil the role of scafolding which you are suggesting. Something that has helped me greatly would be to have them recall vocabulary they are already familiar with. After all, new vocabulary can also be introduced during the task or through specific input, such as reading or listening materials. 

I hope you find this useful. 

Best, 

-Vanessa
 

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