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.
Recent Comments
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#TBLTchat 
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.
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Soon!
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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.
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No worries, Adi. Hope to see you then.
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How to implement TBLT with low level students.
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I like this!
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Both of the above suggestions are excellent!
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This is the liveliest suggestions bit ever. I think Maite’s suggestion for clearer times has helped!
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Mine for now is TBL for Higher Level students (skillful at avoiding using any ‘newer’ language requiring effort)
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Ooh, interesting idea. Cheers Zhenya.
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Hi Marc,
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?
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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.
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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.
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Asking questions is participating, too. Anyway, I am looking forward to seeing you then!
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hi all
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 : )
ta
mura
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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.
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great thanks for linky to slides Marc
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