Abbreviated as TBLT, task based
language learning is defined as a form of learning process in language where the
language is learned through assigning tasks and activities to the various
concepts being learned. This form of language teaching is distinguished from
the other forms of learning through its take on words and sounds. While other
forms of teaching are focused on ensuring the various words and sounds are
memorized, this type of learning is unique as it engages the learner in a
learning process that is shaped up by activities and real world problems. In
the process of developing communicative language lessons, one of the most
important things to take into consideration is the transition and progress
presented in the various learning activities. The lessons were interesting from
start to finish as they incorporated some of the common events shaping up day
to day life. Activities such as narrating an experience, applying for a new
job, making new friends, and designing an advertisement were some of the
learning tasks in the course of the TBLT experience. Learning through this
approach was designed to take place in three steps. These were the pre-task
phase, followed by the task cycle, and finally the language focus phase. The
tasks were designed to not only induce implicit learning, but also explicit
learning goals. The learning tasks were also designed in to ensure that there
was maximum imploration of the various verbal and nonverbal input data. Such
included the elements that shape up discussions and descriptions. The students
were expected to solve the various communicative problems that arose in the
course of learning the target language. The teacher’s role during the learning
process included monitoring and co-ordination. In the language focus phase, the
various students were expected to not only practice, but also critique the
language forms they had learned. The stage was also characterized by activities
aimed at making the students more active – student centered - and the teacher
more passive in the course of the learning processes. The learning processes
involved activities that were set to provoke the students to not only play
active roles in the discovering and processing of knowledge, but also in the
processing of the knowledge so learned. One thing was evident throughout the
various learning activities; the students were expected to actively engage in
learning through involving themselves in entirely different mental processes as
they learn on who to compose their thoughts as well as expressing them
Topic two – Wikispaces
classroom is one of the most common social education and writing platforms
through which learning activities take place. Here, there are tools and
techniques designed to ensure that there is provision for a fully functional
virtual classroom. The tools therein provide for a classroom workspace where
normal and project learning activities can take place. Tests and assessments
can also be conducted in this setting and there are familiar communication
tools that ensure working can take place in both the private and public
settings. Teachers have been provided with the relevant tools through which
they can oversee the activities of a classroom in a convenient and friendly
manner. Students have been provided with flexibility options through which they
learn effectively and engage each other in discussions. There are audio and
visual enhancements set to ensure that the classroom remains as effective and
interesting as it can be.
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