Hi #TBLTChat-ers and ride soon to be. What would you like to talk about next Tuesday 18th October from 0:00 GMT until 18:00 GMT?
Leave a comment below. Remember, it’s your #TBLTChat, too.
Hi Marc, how about practical ways of focusing on form (not forms) during the task cycle?
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I like this a lot and may well DM you soob.
I’m happy to see the accommodating time window for this chat. Hope to contribute to this one but don’t really have a topic to suggest.
No worries, Adi. Hope to see you then.
How to implement TBLT with low level students.
I like this!
Both of the above suggestions are excellent!
This is the liveliest suggestions bit ever. I think Maite’s suggestion for clearer times has helped!
Mine for now is TBL for Higher Level students (skillful at avoiding using any ‘newer’ language requiring effort)
Ooh, interesting idea. Cheers Zhenya.
Just discovered TBLTChat. Love it. Not sure if you’ve already talked about this: repeating tasks in Jane Willis’ model of TBL.Is it always worth it?How?Why?
Thanks Maria. Task repetition has come up but always within other chats, not as a subject on its own. I shall add it to the poll.
I am interested in the focus on form through tasks but I don’t know much (or rather anything) about it. I think I would be able to participate more in the suggestion of TBLT in lower levels as that was my only experience with tasks as a methodology. I’ll try to be there whatever the topic is.
Asking questions is participating, too. Anyway, I am looking forward to seeing you then!
although i am no great expert in TBLT i do see a lot of naive misunderstandings about it, one of the latest is from recent talk which tars TBLT as banning use of own language (L1); whereas my understanding is that people doing a task can use any resources they need to complete a task hence including own language. video linky [https://britishcouncil.adobeconnect.com/_a917587435/p8xxqgy1cbh/?launcher=false&fcsContent=true&pbMode=normal]
even with presenter’s caveats about giving a very potted history and taking into account presentational rhetoric the claim is still hard to stomach, maybe it’s just me?
perhaps TBLT chat can run a prize for examples of TBLT misunderstood : )
Hi Mura. Haven’t watched the video yet but there’s a nice set of slides by Rod Ellis here (PDF – https://www.google.co.jp/url?sa=t&source=web&rct=j&url=http://pseec.miyakyo-u.ac.jp/2013.12RodEllisTask-based%2520teaching.pdf&ved=0ahUKEwj0hb_W-NjPAhVEP48KHfysBscQFggrMAM&usg=AFQjCNGdNt6fmfI4GhxvGmUk5hpyHiJ4Kw&sig2=kfP-VD7r7B1Xfx_PUDZKEQ ) that addresses this somewhat.
My own *opinion* is that L2 use ought to be maximised, especially in the target/exit tasks. Therefore, L1 that scaffolds L2 use means more appropriate/complex/accurate use of L2 later. The same could also be said of L1 metacognitive self-talk (i.e. ‘So, that’s the first stage but I think better verb use would make the message stronger,’ or such).
I wont do this as chat 5 but I will schedule it for chat 6 and add pre-reading. It’s a bit too complex and probably easy for cognitive biases to slip in otherwise.
great thanks for linky to slides Marc
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