Task-Based Language Learning
ฝัง
- เผยแพร่เมื่อ 19 พ.ค. 2024
- 🔥 Learn languages like I do with LingQ: bit.ly/3blwrnJ
CC subtitles available in English.
Language acquisition is a slow and gradual process of improvement, uneven and sometimes imperceptible. Having clear tasks helps to keep you going.
0:00 How having a task is motivating, especially in language learning.
2:16 What is task-based language learning?
3:38 Language learning comes down to comprehensible and compelling input.
6:07 Don't just study the words and phrases for a job or task, improve your language skills as a whole.
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What are your favourite language learning tasks?
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Reading a text with loud voice. It helps practicing the pronunciation especially if the language has a unique pronunciation such as Russian, Korean or Arabic. My friends used to thought that I'm crazy back then, but who cares anyway.
Thanks! It help a lot!
Watching video and giving its short account. Sometimes reading lonely and loudly - I sometimes record myself .
Basically i'm using your videos as "comprehensible input" for learning english. Thanks for the time you spend in these videos
It's smart to learn about language-learning in your target language. I'm learning French and I like to find channels like Français Authentique where they teach you about the language and learning techniques in only French.
@@calebw8189 check out the channel le monde des langues
It's good to have a focus in language learning. There's a general proficiency but besides that, it's just about having knowledge of different subjects. In fact, focusing on specific subjects can lead to improving general proficiency
Steve, I'd like to tell you that you're the best teacher that I've ever seen and I've ever listened too. Thanks so much, You're a star. I'm from Brazil.
Hello Steve,
I miss your little room with books and CDs very much ... :)
Please come back !
Kind regards
Michel
I watch cooking videos in my target language (Hebrew), preferably ones with the recipe in the description. Then, I watch it again and try to make the recipe! It's been a lot of fun - making food, and eating it!
I'm surprised you can find all the ingredients!
@@muttlanguages3912 what ingredients were you thinking of?
Interesting enough the two cooking channels I watch most frequently are both by guys whose first language is not Hebrew. Both are polyglots. One actually learned Hebrew in secret as it was forbidden under Soviet Rule - he is from Tajikistan, so knows Persian (might be Judeo Tat), Russian, English and Hebrew (and lives in Germany, I'm not sure of his level of German), but because of this his Hebrew accent sounds like this weird Persian/Russian accented mix. He has another channel in Russian, and has English/Persian subtitles sometimes. The other one is a Samarkand Jew in Israel, he has more of a problem getting ingredients than I do.
I haven't had an issue getting any ingredients, I did have to ask for the name of a specific type pot he used (it was for Uzbek plov). 😊
Tajikistan guy, Max Malkiel - English channel
th-cam.com/channels/Q6pTzbSBSqPt01zGwX9UGQ.html
And his Hebrew channel (with some Persian and English subtitles)
th-cam.com/users/c%D7%9E%D7%A7%D7%A1%D7%9E%D7%9C%D7%9B%D7%99%D7%90%D7%9C
And his Russian channel th-cam.com/users/cMaxMalkiel
Samarikand (Bukharan) Israeli
th-cam.com/users/cTastyLevantS (also makes videos in Hebrew and Russian, some have English and French subtitles).
@@screamtoasigh9984 nothing specific. It's just often hard to find food that isn't popular locally.
I`ve reached C2 in 4.5 years from scratch by taking FCE, CAE, and CPE. Sure, interest is the basic motivator in learning. However, without an ambitious goal, like sitting International exams, you will never challenge yourself. You don`t know where and how to look for tasks, conversations start circulating over the habitual topics, and you begin wallowing in your vanity, which in reality is just self-deception in terms of progress. Given the fact that we grow through dealing with difficulties, tasks and tests make your brain work unusually. You can`t do that by movies, podcasts, even the news. Those difficulties allow you to grow in a foreign language, especially when it`s your first tongue from a family. Thank you, Steve, indeed, as usual! You are my role model
Steve, I completely agree. I think it is more effective to have an end-goal in mind. I liken it to walking aimlessly versus walking somewhere with a destination in mind. It would make sense that you would get farther faster with an end-goal in mind.
I am a professional language teacher and I always find myself agreeing with Steve, 100%.
Great video Steve. I really enjoyed this one 👍🏾
I agree, I think both input and output should be based on your interests. Read and listen to things you are interested in, speak about whatever you like to speak about.
my progression in Chinese basically has gone - Duolingo tasks for basic vocab > LingQ ministories > LingQ Intermediate podcasts (forget the name) > All of the Chairmans Bao hsk 4 articles > Luotuo xiangzi novel > Entire Narnia series in Chinese (currently on book 6/7). All while using Ximalaiya podcasts for listening input. All of these were tasks in my mind
Indeed! In the true sense of the word, those are all tasks. However, I think Task Based Learning is an example of educational jargon. “Educatorese” is a peculiar Western European dialect not yet offered on Duolingo. ;)
I saw you on morning televison the other day! Man, you are such an inspiration to me. I have been enjoying learning French for 3 and a half years and am really starting to feel the reward of the work put in. I can only image what it's like to know as many languages as you. Thank you sir! You make me want to learn 30+ languages sir 🙂
Thanks! 😃
I’ve learned a lot , as a teacher, from your video. Thanks a lot !!!!!
I actually improved my French when I was needing to use it for my work. So I think there is something to task-based learning. But you do need to also expand in other areas of life. But it’s not a bad idea to focus on a particular part of your day, whether it’s dinner time, school, or work or a TV show. It does make it easier and more focused learning.
I use to carry a small notebook with me at work. Then I write down the conversations i had with the customers. But after awhile i stopped doing it because of boredom.
I translate my mother tongue into my target language with these customers.
今の時点は日本語の勉強を始めるから１年４ヶ月も経ってきた、大体日本語の漫画を読んで少しずつ俺のレベルが上がってきた。とにかくこれからもこれで続けます！
皆あんたたちの言語勉強旅で頑張れ、あきらめないでね。
I guess it depends on what is meant by task based learning (TBL). I definitely strive to learn more of my target language through reading and listening. However, several years ago, i needed to prepare for an 8 week volunteer experience. (I had 4 years of the language plus some self study before the volunteer job, but was never able to put it into practice.) Practicing output for my teaching topics, and basic interactions needed for shopping and public transportation was urgent! In retrospect, this experience became a confidence building experience for me, and motivated me to continue studying the language in an overall approach. Clearly, if one knows the language well, then specific topics, tasks, and interactions will take care of themselves. Too much time and energy spent on TBL (if I understand this term correctly) is like taking a short cut to a destination, when one really would be better off knowing several possible routes to that destination because one has a map and knows the lay of the land.
Thanks for another video Steve. I think maybe in terms of tasks in the language classroom, done properly a task must be based around input. So for example students are given a video describing a crime. They then create a profile of the criminal. Maybe next, they read information about potential suspects and are asked to decide who is the most probable. (None of this should be done as a role play but just as a discussion) All this material should be authentic, videos articles. I just see it as a way to receive input (the acquisition part) and to develop confidence producing output (basically a way of lowering the anxiety and stress students feel by moving them away from perfectionism). The teacher can then reflect on strategies for making the input more comprehensible and lowering the effective filter . Obviously, the topic should be guided by the students interests. I would be interested to hear what you think on this input led task suggestion. I would also love to see you interview Bill VanPatten or Beniko Mason (especially about story lsitening). Thanks again for all your amazing content
Since lockdown I have improved my French considerably, using the method of listening and reading to as much as I can, plus doing tasks such as transcribing a podcast, and looking up new words and expressions. It really works! One of my tasks is to develop a ‘stepping stone’ for a friend who is much further back than me on the continuum of comprehension and knowledge, and who still needs some core grammar input (in my opinion!!) As a former middle school French teacher, I can’t get away from the instinct to do grammar with her! Surely we all need some kind of basis of grammatical knowledge to progress well in the way advocated here?
Not at all needed but it can clear up a lot of confusion and extra noise which can do a lot for your sanity. The problem is drilling grammar and expecting that to be the cause of improvement on a second language, won't happen.
It aids, sometimes it can aid a lot since this is onr way you can build tolerance for ambiguity.
@@gemgrabpenny7855 interesting thoughts, thanks for replying! I still can’t get my head around not saying things like ‘ you need to use the infinitive here’ but perhaps I’m aiming for perfection when use of any form of the chosen verb would suffice? That’s perhaps what you mean by ambiguity, there must be some circumstances where the correct verb ending would really matter (eg imperfect v future?) You see! I’m too grammar orientated, even though Steve’s method is working for me!
I think task-based learning would work well in conjunction with other things in larger group classes at lower levels, especially with a culture that people are extremely averse to performing in the language. I am a lover of input myself, but I think input works best on an individual level and/or with one on one tutoring.
Thank you Steve. I wish my fellow teachers in France listened to you....we are so wrong🙁
And yes, I am one of those language teachers!
Hello teacher I just wanna thank u for all your effort, really helpful please if u don't mind add in subtitles arabic languges👏
Hi. A certified English teacher here, who has actually studied TBL in depth who also speaks 2 other languages at a higher level. This is not to brag but to throw some background out there so people know where I am coming from.
It's quite odd that when you look up TBL that they specifically told you that it is meant to NOT care about grammar.
Sure, initially we may ask students to not worry about grammar, but that's only to see where they are at and what they are missing. Then, we provide information to fill that gap. Otherwise, where is the "learn" part coming from?
When I did my teacher training, one really big thing that was emphasized on is that we must check students' understanding. If you don't do it or if your institution ask you not to do it, then it's not the issue of TBL itself, but how you implement it.
What you've done here is criticizing something you don't actually know based on your misunderstanding after only briefly looking it up.
One thing nobody can seem to universally agree on is a detailed description of what it means to "sound like a native". Every goal/task like this has a reason behind it so it's fair to ask why it's so important even though many of us are living proof that it's not necessary to function in the language as long as there's mutual understanding between speakers and listeners. It's an illusion since even among natives there will be differences in speech which is why, for example, natives of English, Spanish, and Arabic sound different throughout the countries/areas that speak it or why we don't sound like natives hundreds of years ago. This pursuit contributes more to a problem than a solution since nothing is ever good enough, and creates rivalry among learners, and frankly nobody cares how well you speak if you're not easy to get along with. What this community needs is to spread a positive attitude not just in language learning, but in life because that how real connections are built
Yes Sir master Task master!
I think the problem is freedom of choice. It is ok to want students in schools to practice speaking for instance, but not with a method imposed on them, such as role-play or anything else. Not everybody has the same abilities, some easily talk, some like theory, some only like concrete action, etc...
Personally, I never do an activity in language learning that has something to do with what I had to do at school. No roleplay, no exercises, no lists, no flashcards to revise to know things by heart, no questions to answer about the meaning of a text or audio, or writing an essay on a subject.
As an ESL teacher, I worked at a company in China where we had to do TBL. From my perspective, as a proponent of comprehensible input, TBL is more or less useless. It's an output-based approach. As a teacher, you are required to limit input. So you basically end up sitting in a corner just miming to elicit language that the students simply don't know. This concept baffles me. Why on earth would a training centre employ native speakers and then instruct the native speakers not to speak??? I never understood what they were trying to achieve by shutting up the only native speaker in the room. In my opinion, it's nonsense.
My view as well. Thanks.
The point of tblt is to test what the students already know and try to bring them up one level. They can get input at home, while the classroom is a place to test some of their output
@@harunhernandez, in my opinion, an actual test is a way to test your output, not a classroom encounter with an absent "language parent". If you have a bunch of language students in a classroom communicating with each other while you just sit there and nod and mime, then why are you even there? The result that you get is that classroom interaction more or less excludes the only native speaker in the room. Soon you have a feedback loop where students keep repeating mistakes because the only input they get in the class are from other students. Meanwhile, the "language parent" is sitting there doing the bare minimum in communication. I did TBL and it was by far the worst approach I've ever used. The argument proponents make is that it builds students' confidence to speak. I simply don't buy it. Just being a good "language parent" has better results in every aspect of language acquisition by far. TBL is a major reason why I would advise students not to even go to these language centres. They can speak broken English in a coffee shop as well. They don't need a language centre and an absent native speaker to do that.
@@cgfnortje i guess we're referring to different approaches, because, in my tbl classes, I always think of myself as a language parent. I always give them feedback and suggestions on how to say things better. but I don't force them to imitate me because it's not part of their "interlanguage"
@@harunhernandez , well, if it works for you and your students, I'm not going to tell you you're wrong. Some students enjoy that sort of structure. Personally, I still use the flipped classroom approach but I absolutely give comprehensible input all the time. The input hypothesis has nothing to do with forcing anyone to do anything. I suggest you read Krashen. He suggests that the “affective filter” is lowered by creating a learning environment in which students are more motivated and suffer from less anxiety and low self esteem.
With TBL, we actually force students because it's all about output. In other words, the student has to talk, whether they can or not. At times, they even have to do actual presentations in front of people in a language they don't know. This heightens the affective filter, which actually hampers acquisition.
It is a completely unnatural way of acquiring a language in my view. In fact, I saw teachers leaving their classrooms to answer phone calls. And it made no difference. You are not needed in a TBL classroom beyond setting up the tasks. A non-native ESL assistant can replace you and get exactly the same results. So, that's why I'm asking: why are you even being employed as a native speaker if they are using an output based approach? Does the question make sense now?
Why do you think most of these teachers complain that they're only employed because they have English-looking faces? In fact, some of these centres actually have Russians posing as native English speakers. One big name ESL company I worked at hired non-natives with zero qualifications and rushed them to a coffee shop whenever the immigration police showed up. The way they got away with it was by using TBL. If you instruct teachers to limit language input to the bare minimum in a classroom, then there really is no way for a student to tell if their teacher is even proficient in the language they're teaching.
Obviously, they use TBL at most of these training centres. But in my opinion, they rather do it because most ESL teachers don't understand what comprehensible input is and don't know how to use it. TBL is a low-risk approach for these training centres. It fits with the assembly line-model we currently have in the ESL industry where people can become language "teachers" with a three months online TEFL qualification. Most of these centres are money making scams. They don't care if you can teach or not. I've been in this industry long enough to know how they operate. After ten years of teaching ESL at big name training centres, my advice to language learners would be to steer clear of these major language training corporations. Rather get a private tutor online and pay for exactly what you want and need.
I have online listening task today actually,( online english course) however i haven't liste to it. Coz i always felt sleepy everytime i listened to audio in english, LOL.😂
You are thé best sr
My new job has thrown me into immersion Spanish and Portuguese, as most colleagues speak no English. I have been acquiring Turkish for a few years. I don’t know how to balance it all yet! I speak a little Spanish and poorly at that.
Well, I hate tasks. However, I do think the analysis and output that comes with a task are beneficial to learning. But honestly, is there ever one way to learn that is universal? People's brains are very different.
Actually I don't think people's brains learn so very differently.
@@Thelinguist Interesting, can you make a video please
@@Thelinguist Really? I think different brains prefer different types of input. I am much more visual/tactile than auditory.
@@Ronlawhouston For the most part those perceived categories ("visual learner", etc.) don't seem to have any basis in reality. Learning and retention rates don't seem to change as they should if there were really such differences. That said, in the long run it could potentially have an effect on motivation if you're having to learn in a way you just don't enjoy. A big part of the problem with extensive grammar is exactly that: you can fully automate explicit knowledge, and the majority view today is that "learning" can directly lead to "acquisition" (those aren't the terms used anymore, but it's essentially the same idea), so there's very little issue around the effectiveness of it, but people just hate extensive grammar study so much that for most it's just not a good way forward. Analysis and output also have huge benefits in certain areas of language learning. And that's true for everyone. But the "input only" crowd is starting to build a (completely false) narrative around the woes of output, so they may very well end up in the exact same situation as they did with grammar: affective filter goes up, motivation goes down, and in turn it becomes hard to lean effectively. Language learning has basically become an obstacle course with no real obstacles other than the ones created in the learner's own mind.
@@bofbob1 I do admit that language is a very different type of learning. It involves so many different areas of the brain. I really see a benefit from synthesizing output.
What you refer to a TASK based learning is what I have developed a cognitive reinforcement theory of learning and memory that I refer to as UTILITARIAN approach to data acquisition. Human brain has evolved to focus on the utility of the information. In the hunting gathering era it was necessary to learn where the lion lives and where the food and water etc. are. In the occipital lobe of the brain tracts of nerve cells have been identified that get activated when there is a need to do a specific recognition task. There likely are similar groups of nerve cells in other parts of the brain. The moral is when the brain finds UTILITY in making a memory it registers it better than a useless one which is why memorizing deck of card or random numbers and words is so hard for humans. When things begin to make sense and have a purpose it become hard to forget like the phone number or your girlfriend. So that is the task - How to get her phone number and how to memorize it. That is what you mean by TASK, It works. Also braking up a big job of wiring a book into writing smaller chapters and sub chapters makes it happen !! Regards Steve
If two people were going to do a language exchange online, both roughly at an intermediate level, what would you say would be the most effective tactic to use? My partner is eager to do a lot of speaking in her target language but complains she gets 'tongue-tied" and wants to get over this obstacle.
At first, we wrote to each other in the target language, but I'm wondering if this is not the best idea.
Hi Teacher 😀
Love sir from Indian occupied kashmir ❤️❤️
I want to be in touch with you, I am also working on task based learning
But what you've described is not TBLT....
I summarized TBLT, suggested people Google for it and then talked about tasks that matter to me and are more useful to me than TBLT.
@@Thelinguistu equivocate what task is, then attempt to make the distinction, but then fall back into equivocation
❤️
Read what ? Fiction ? History or Anything that I love in my target language
geneology tasks
Is it only me who failed to find absolutely nothing about TBLT?
Not all size fits all, what may be benefit for you does not have to be for another learner.
VERY INERESTING AND USEFUL! MANY THANKS INDEED! YOU INSPIRE AND MOTIVATE US A LOT