CHAPTER THREE: IMPLEMENTATION AND APPLICATION ...

CHAPTER THREE: IMPLEMENTATION AND APPLICATION OF TBA

3.1 Goals of a task-based oral class
Currently in English teaching, a major reason which troubled teachers is teaching goal lack of clarity. When teachers are preparing for the new lesson, they don’t know how to choose them for the important points in face of the many language points. So they spend much time in explaining the language points. As a result students have less time to do meaningful activities. Task-based language teaching language is not merely the pursuit of the activities of students and the participation in fact; task-based language teaching still put the accuracy of the language, the mastering of vocabulary and grammar in an important position.
Skehan(1989:21)distinguishes among fluency, complexity and accuracy in task completion and (1994) put forward the task-based language teaching goals.
3.1.1 Accuracy
Accuracy is concerned with the avoidance of error and a concern on the language user's part "to use a slightly more restricted repertoire of language in such a way that it can be controlled more effectively even if it may, as a result, be less complex".
TBA is not only discussing on fluency of language. In fact, many TBA advocates put grammar and accuracy on the first place. As Nunan propose clearly need teach the form of grammar and let learners know how to use this form for communication.
Nunan(1993) propose classroom teaching should teach grammar and how to use this form for communication. The rising of TBA is agreed by many frontline teachers, One of the main reasons is that TBA advocates believes grammar shouldn’t be excluded. It should be pay attention to instead. In foreign countries TBA correct overemphasizing contents but ignoring the form. (e.g.,Long,1985;Skehan,1998)
3.1.2 Comprehensive level
TBA emphasize the comprehensive use of language. Some linguists pointed: When people use English what they stored in the mind is not the individual vocabulary, but the language chunks and the prefabricated phrases and established routines.
Skehan (1996:17) said: The claim is that we are able to store in our memories many chunks, such that the same lexical element may appear in several chunks (making for an inefficiently organized but rapidly usable memory system). In this way, the several chunks can, when required, be processed and produced faster and with greater ease.
Ur(1996:98) believed: Task-based activity aimed at focusing on chunks of language-in-context may be integrated with the presentation or practice of specific items that relevant to the target theme, and will help learners engage more intensively with the language associated with it. Conversely the learning of pronunciation, vocabulary and grammar is probably most effective when these are also integrated into activities that use the target items meaningfully for some communicative purpose.
3.1.3 Fluency
Fluency is one of the ...