🎯 Key Takeaways for quick navigation: 13:20 🎯 *TBLT involves a two-step needs analysis, focusing on target tasks and language use examples surrounding successful completion.* 15:53 🌍 *Social survival tasks in TBLT consider scenarios like renting a car, making reservations, and ordering meals, vital for diplomats in foreign environments.* 18:11 🧠 *Target discourse analysis in TBLT resembles data mining, extracting specific lexis and collocations crucial for learners' effective language use.* 02:20 🎓 *TBLT's rationale is rooted in relevance; courses are designed based on learners' needs, making it more engaging and effective.* 04:23 🔄 *TBLT avoids issues with traditional forms-based language teaching, providing a viable alternative that focuses on learning by doing.* 10:22 🏆 *TBLT's learner-centered approach ensures course content aligns with individual needs and interests, fostering a more effective and engaging learning environment.* 11:45 🛣️ *TBLT's pedagogics are sequenced by increasing task complexity, not linguistic complexity, catering to learners' developmental stages.* 12:54 🚗 *Student assessment in TBLT is criterion-referenced, where learners must perform target tasks to a set criterion, resembling a driver's test.* 07:09 🔄 *TBLT recognizes learners' internal syllabus, avoiding the pitfalls of trying to impose external linguistic syllabuses that often lead to ineffective learning.* 19:34 📚 *TBLT's discourse analysis focuses on specific lexis and collocations, addressing the shortcomings of traditional language teaching materials that often omit vital language components.* 20:02 📚 *TBLT uses authentic samples, not relying on textbook writer intuitions, to teach relevant language skills.* 23:18 🚗 *Target tasks include negotiating a police traffic stop for recently arrived Latino workers, highlighting cultural challenges and language needs.* 25:52 🛑 *TBLT identifies stages in speech events, such as police traffic stops, and analyzes real-world data for language used in different outcomes.* 27:26 🇯🇵 *Japanese example: TBLT breaks down complex ceremonial speeches into obligatory moves, variants, and politeness markers.* 29:36 📊 *Inter-rater reliability is crucial; TBLT ensures that analyses can be replicated by other native speakers.* 32:05 🔢 *TBLT simplifies tasks, not language, building schema and ensuring comprehension before gradually removing support as proficiency improves.* 36:13 🧪 *Empirical evidence for TBLT is robust; however, challenges exist, including varied findings in studies and logistical issues with non-native speaker assessments.* 38:46 🔄 *Task complexity in language learning is crucial; learners tend to avoid complex tasks, hindering language development.* 39:12 🚗 *Different task versions, like describing a traffic accident, vary in complexity, challenging learners to use more intricate language.* 41:54 📊 *Complexity increase in tasks correlates with more subordinate clauses per AS unit, measuring linguistic complexity.* 43:35 🔄 *Strategies like task closure (having one correct answer) aim to ensure learners grapple with complexity, preventing avoidance.* 43:50 🔀 *Feedback loops provide instantaneous guidance, restricting progress until steps are correct, enhancing engagement and learning.* 48:42 📚 *Transparent acknowledgment of challenges in implementing task-based language teaching (TBLT) is crucial for improvement.* 51:31 🧩 *Elaborated input, simplified input, and modified elaborated input help learners comprehend and practice language at different levels.* 53:16 🔄 *TBLT emphasizes using tasks, not text, as the primary unit of analysis, promoting active learning through real-world language use.* 55:09 🔄 *Inductive chunk learning is crucial, mirroring how children acquire language chunks effortlessly, aiding fluency in language learners.* 57:38 🔄 *Focus on form involves addressing grammatical issues as they arise during communication, using corrective recast or explicit correction methods.* 59:31 🧠 *Adults can learn from implicit negative feedback, avoiding the need for explicit methods like electric shock treatment.* 01:00:54 🔄 *Implicit instruction or feedback tends to show greater durability and improvement over time compared to explicit methods.* 01:02:34 🤔 *Task-based language teaching requires dynamic decision-making by the teacher, assessing when to use explicit or implicit feedback based on various factors.* 01:03:57 📚 *Materials in task-based language teaching are often designed for specific programs, providing relevant and specific content for learners.* 01:09:01 📊 *Traditional grammar-based approaches lack strong research support, while task-based language teaching has shown positive results in studies and received favorable responses from teachers and students.* 01:11:34 📈 *Longitudinal studies indicate that task-based language teaching (TBLT) shows better outcomes in communicative measures compared to traditional grammar-based approaches.* 01:18:41 🎓 *Task-Based Language Learning (TBLT) is challenged when professionals proficient in category four languages find their skills inadequate for real-world job demands.* 01:19:36 📚 *TBLT supports enhanced incidental learning, recognizing the need to speed up language acquisition and intervene to draw attention to critical aspects.* 01:20:17 🇨🇦 *Studies in French immersion show that even with extensive exposure, students may make persistent errors in productive skills due to a lack of noticing certain linguistic features.* 01:20:59 📊 *Experimental studies and classroom evaluations indicate TBLT is more effective than traditional language teaching methods.* 01:21:13 🏛️ *Addressing the inadequacy of language exams requires institutional and educational system modifications; the Japanese government is making efforts in this direction.* 01:22:05 🌎 *For language proficiency in real-world jobs, a successful model involves intensive training in English followed by immediate repetition in the target language, such as Spanish.* 01:23:58 💼 *A case study with the U.S. Border Patrol demonstrated that TBLT in Spanish, following initial training in English, led to improved functional language proficiency and job performance.* 01:26:56 🌍 *TBLT has gained widespread acceptance globally, debunking initial skepticism in various countries, including China and Japan.* Made with HARPA AI
Fabulous talk, TBLT is the way forward in ELT, that's for sure. There are hurdles to overcome: training teachers in the methodology at CELTA level, gettings DOS onboard, promoting this at IELTS, TESOL events etc. We need to get the evidence and research out there, need advocates with a voice like Mike Long. A big thank you for sharing!
@@mywong2411 hi there, l suppose the argument for the defence would be that CELTA is a relatively short course with limited time to get pre-service teachers ready to go into a classroom and teach. Love it or loathe it, PPP is the current dominant methodology and the majority of coursebooks follow its guidelines. I don't recall from my CELTA course (as it was years ago) if alternative methods or approaches were even mentioned. I guess the supposition is that if a teacher decides to take their knowledge further, then they will come into contact with other ways at DELTA or MA level. That said, it is also a DOS' responsibility to nudge and hint to interested teachers that alternatives are out there and encourage experimentation and hybridization
🎯 Key Takeaways for quick navigation:
13:20 🎯 *TBLT involves a two-step needs analysis, focusing on target tasks and language use examples surrounding successful completion.*
15:53 🌍 *Social survival tasks in TBLT consider scenarios like renting a car, making reservations, and ordering meals, vital for diplomats in foreign environments.*
18:11 🧠 *Target discourse analysis in TBLT resembles data mining, extracting specific lexis and collocations crucial for learners' effective language use.*
02:20 🎓 *TBLT's rationale is rooted in relevance; courses are designed based on learners' needs, making it more engaging and effective.*
04:23 🔄 *TBLT avoids issues with traditional forms-based language teaching, providing a viable alternative that focuses on learning by doing.*
10:22 🏆 *TBLT's learner-centered approach ensures course content aligns with individual needs and interests, fostering a more effective and engaging learning environment.*
11:45 🛣️ *TBLT's pedagogics are sequenced by increasing task complexity, not linguistic complexity, catering to learners' developmental stages.*
12:54 🚗 *Student assessment in TBLT is criterion-referenced, where learners must perform target tasks to a set criterion, resembling a driver's test.*
07:09 🔄 *TBLT recognizes learners' internal syllabus, avoiding the pitfalls of trying to impose external linguistic syllabuses that often lead to ineffective learning.*
19:34 📚 *TBLT's discourse analysis focuses on specific lexis and collocations, addressing the shortcomings of traditional language teaching materials that often omit vital language components.*
20:02 📚 *TBLT uses authentic samples, not relying on textbook writer intuitions, to teach relevant language skills.*
23:18 🚗 *Target tasks include negotiating a police traffic stop for recently arrived Latino workers, highlighting cultural challenges and language needs.*
25:52 🛑 *TBLT identifies stages in speech events, such as police traffic stops, and analyzes real-world data for language used in different outcomes.*
27:26 🇯🇵 *Japanese example: TBLT breaks down complex ceremonial speeches into obligatory moves, variants, and politeness markers.*
29:36 📊 *Inter-rater reliability is crucial; TBLT ensures that analyses can be replicated by other native speakers.*
32:05 🔢 *TBLT simplifies tasks, not language, building schema and ensuring comprehension before gradually removing support as proficiency improves.*
36:13 🧪 *Empirical evidence for TBLT is robust; however, challenges exist, including varied findings in studies and logistical issues with non-native speaker assessments.*
38:46 🔄 *Task complexity in language learning is crucial; learners tend to avoid complex tasks, hindering language development.*
39:12 🚗 *Different task versions, like describing a traffic accident, vary in complexity, challenging learners to use more intricate language.*
41:54 📊 *Complexity increase in tasks correlates with more subordinate clauses per AS unit, measuring linguistic complexity.*
43:35 🔄 *Strategies like task closure (having one correct answer) aim to ensure learners grapple with complexity, preventing avoidance.*
43:50 🔀 *Feedback loops provide instantaneous guidance, restricting progress until steps are correct, enhancing engagement and learning.*
48:42 📚 *Transparent acknowledgment of challenges in implementing task-based language teaching (TBLT) is crucial for improvement.*
51:31 🧩 *Elaborated input, simplified input, and modified elaborated input help learners comprehend and practice language at different levels.*
53:16 🔄 *TBLT emphasizes using tasks, not text, as the primary unit of analysis, promoting active learning through real-world language use.*
55:09 🔄 *Inductive chunk learning is crucial, mirroring how children acquire language chunks effortlessly, aiding fluency in language learners.*
57:38 🔄 *Focus on form involves addressing grammatical issues as they arise during communication, using corrective recast or explicit correction methods.*
59:31 🧠 *Adults can learn from implicit negative feedback, avoiding the need for explicit methods like electric shock treatment.*
01:00:54 🔄 *Implicit instruction or feedback tends to show greater durability and improvement over time compared to explicit methods.*
01:02:34 🤔 *Task-based language teaching requires dynamic decision-making by the teacher, assessing when to use explicit or implicit feedback based on various factors.*
01:03:57 📚 *Materials in task-based language teaching are often designed for specific programs, providing relevant and specific content for learners.*
01:09:01 📊 *Traditional grammar-based approaches lack strong research support, while task-based language teaching has shown positive results in studies and received favorable responses from teachers and students.*
01:11:34 📈 *Longitudinal studies indicate that task-based language teaching (TBLT) shows better outcomes in communicative measures compared to traditional grammar-based approaches.*
01:18:41 🎓 *Task-Based Language Learning (TBLT) is challenged when professionals proficient in category four languages find their skills inadequate for real-world job demands.*
01:19:36 📚 *TBLT supports enhanced incidental learning, recognizing the need to speed up language acquisition and intervene to draw attention to critical aspects.*
01:20:17 🇨🇦 *Studies in French immersion show that even with extensive exposure, students may make persistent errors in productive skills due to a lack of noticing certain linguistic features.*
01:20:59 📊 *Experimental studies and classroom evaluations indicate TBLT is more effective than traditional language teaching methods.*
01:21:13 🏛️ *Addressing the inadequacy of language exams requires institutional and educational system modifications; the Japanese government is making efforts in this direction.*
01:22:05 🌎 *For language proficiency in real-world jobs, a successful model involves intensive training in English followed by immediate repetition in the target language, such as Spanish.*
01:23:58 💼 *A case study with the U.S. Border Patrol demonstrated that TBLT in Spanish, following initial training in English, led to improved functional language proficiency and job performance.*
01:26:56 🌍 *TBLT has gained widespread acceptance globally, debunking initial skepticism in various countries, including China and Japan.*
Made with HARPA AI
Rest in peace, Dr. Long.
Wow, what a teacher and researcher! I am sad I missed him while he was living, but appreciative that I get to explore his legacy now.
This man was a genius.
Fabulous talk, TBLT is the way forward in ELT, that's for sure. There are hurdles to overcome: training teachers in the methodology at CELTA level, gettings DOS onboard, promoting this at IELTS, TESOL events etc. We need to get the evidence and research out there, need advocates with a voice like Mike Long. A big thank you for sharing!
My experience with CELTA a few years ago: no TBLT! PPP only!
@@mywong2411 hi there, l suppose the argument for the defence would be that CELTA is a relatively short course with limited time to get pre-service teachers ready to go into a classroom and teach. Love it or loathe it, PPP is the current dominant methodology and the majority of coursebooks follow its guidelines. I don't recall from my CELTA course (as it was years ago) if alternative methods or approaches were even mentioned. I guess the supposition is that if a teacher decides to take their knowledge further, then they will come into contact with other ways at DELTA or MA level. That said, it is also a DOS' responsibility to nudge and hint to interested teachers that alternatives are out there and encourage experimentation and hybridization
Divine.