Universidad Autnoma de Sinaloa

Centro de Estudios de diomas

Licenciatura en Docencia del dioma ngles





TASK BASED LANGUAGE LEARNING
Students:
Roxana Acosta
Krystal Meza Kelly
Aaron Solano

English V
Teacher: Edgar Karim Audelo Sandoval
November 5
th
, 2011



Introduction
The development oI the present research is intended to show the Task-Based
Language Learning (TBLL) approach.
In the TBLL method, the learning is Iostered through a development oI activities as
steps (pre-task, task preparation, task realization and post-task) to the realization oI a task.
This approach relies heavily on the students involvement, their world knowledge
and motivation to communicate; students are Iree to express themselves Iluently, make use
oI the target language without the pressure oI doing well structured utterances and use the
language Ior authentic real world needs. Through the TBLL approach, students are exposed
to the language in a natural context, the materials used Ior the developing oI the tasks are
those selected and adapted Irom authentic sources and theres a special value on the
inIormation and experiences students bring to the class.
The present research will show the theoretical background oI TBLL, its
methodology Iramework and Iactors to consider when implementing Task-Based Language
Learning.









oncept Map












oncIusion
There has never been a language so widely expressed or spoken by so many people
as English. (Crystal 1997). To date, English remains to be one oI the most diIIicult
languages to learn. There are rules oI grammar and pronunciation to consider with a
variation oI accents ranging Irom American English, British English, Latino English and
even the Asian English Even those who speak English as their native language experience
conIusion hearing the language Irom other locals. That`s why we need to constantly
practice our skills in order to be successIul English speakers.
A good English speaker is conIident in conversing with people. These people are
adept with the correct intonations oI each word including the proper pronunciations oI each.
The English vocabulary is very diverse, some meanings might have similar meanings but
the usage isn`t exactly the same. An English speaker is also aware oI his phonetics and
diction because one diIIerent accent can create a whole new diIIerent meaning to a word.
They are also cautious oI their grammar including the usage verbs, modals and even
adjectives. Hearing a good-sounding accent might be good Ior the ear but speaking correct
English is more important.
The availability oI Iluent English speakers that provide English language learners
with language models is pivotal Ior successIul acquisition oI the English language (Wong-
Fillmore, 1991). In a case study oI Iour immigrant Latino middle school students,
Guadalupe Valdes (2001) attributed that one oI the Iactors that limited the development oI
English language skills in these youngsters was the lack oI meaningIul interaction with
English language speakers.
This is no diIIerent Irom our situation. We think we need to practice in order to
develop our skill. This task was important because we were able to analyze our ability to
speak English as well as our ability to synthetize ideas by elaborating a mind map
explaining basic concepts related to English teaching. In addition, we noticed some
windows oI opportunity about some aspect oI our speech and writing that need to get some
attention.





















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