TBLT TBLT TSLT. meaning

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1 B. Edu. Health Sci. UG Univ vol., -, Task-Based Language Teaching TBLT TBLT OC, CATOA TA task TBLT TBLT TSLT TBLT TBLT, PPP Presentation-Practice- Production meaning EFL English as a foreign language OC, f-arakane@uekusa.ac.jp

2 Long Interaction HypothesisSwain Output Hypothesis Interaction Hypothesis Long, ; negotiation of meaning Output Hypothesis Swain, ; Swain, ;, negotiation of meaning Willis Ellis ; Nunan, ; Skehan, ; Willis, ; Bygate, Skehan, and Swain EFL TBLT structural syllabus Ellis EllisESL English as a Second Language unfocused task EFL focused task message focused hidden, Task-Based Language Teaching TBLT ;

; Willis, ; Bygate, Skehan, and Swain EFL TBLT structural syllabus Ellis EllisESL English as a

3 Task-Supported Language Teaching TSLT ; TBLTPPP Production, TSLT Drills Exercises CAs TAs ---- Tasks More-Form FocusedMore Meaning Focused Drills ExercisesCommunication Activities: CAs Task Activities: TAs negotiation of meaning meaning-focused completion negotiation of meaning comparison of structures information-gap of interest Task-Supported Language Teaching TSLT CAs Drills Exercises TOAs ---- TAs Tasks More-Form FocusedMore Meaning Focused Task-Oriented Activity: TOA Task-Oriented Activity: TOA, TA TA TOA TOA TA TA TOA, TA

negotiation of meaning comparison of structures information-gap of interest Task-Supported Language Teaching TSLT CAs Drills

4 Task Task Activity: TA Task-Oriented Activity: TOA CA, TOA, TA, Task CAs, TOAs TAs Tasks CA TOA TA Task Task TA Izumi Nunan Pica et al., A OC-A ESL OC-A ESL OC Skehan OC OC OC ESL / OC OC CA, TOA, TA, Task OC,

5 OC OC AB C D. OC / OC = OC = C =E = CM A OCA CA EA CMA CMA CMA B OCB CB EB CMB EB CMB C OCC CC EC CMC EC CMC CMC D OCD CD ED CMD OCD ED CMD OCD CA TOA TA task CA Appendix A, B, C, D Drills Exercises CAs ----TOAs---TAs Tasks More-Form FocusedMore Meaning Focused Jigsaw Information gap Problem-solving Decision-making Opinion exchange agreement Pica, Kanagy and Falodun R=. SPSS Statistics

CMC D OCD CD ED CMD OCD ED CMD OCD CA TOA TA task CA Appendix A, B, C, D Drills Exercises CAs

6 CA. TOA. TA. T. / OC. OC, OC TOA, TA, CA TOA TA TA OC OC OC EFL TBLT TSLT, OC

7 Ellis, R.. Task-based language learning and teaching. Oxford, New York: Oxford University Press. Izumi,E.. Gambits and Routines for Promoting Oral Communication: Textbook Analysis and Task Design. ARELE,, -. Long, M., & Robinson, P.. Focus on form: Theory, research, and practice. In C. Doughty & J. Williams Eds., Focus on form in classroom second language acquisition pp. -. Cambridge: Cambridge University Press. Nunan, D..Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Pica, T., Kanagy, R., & Falodun, J.. Choosing and using communication tasks for second language instruction and research. In G. Crookes & S. Gass Eds., Tasks and Language Learning: Integrating Theory and Practice pp. -. Clevedon, UK: Multilingual Matters. Skehan P.. A Framework for the Implementation of Task-based Instruction. Applied Linguistics,, -. Skehan, P.. A Cognitive Approach to Language Learning. Oxford: Oxford University Press. Willis, J.. A Framework for Task-based Learning. Harlow: Longman... Research bulletin of English teaching, -.., , -... TBLT. PDF KB.. All Aboard! Communication English. Power On Communication English. :. PROMINENCE Communication English. :. Hello there! English Conversation.:. NEW FAVORITE English Expression :. Hello there! Oral Communication. :. VISTA English Communication. :.. Crown English Communication. :.. MY WAY English Communication. :.. MY WAY English Expression.:.. CROWN English Expression.:.. SELECT English Conversation.:. SELECT Oral Communication.:. Birdland Oral Communication. :.. UNICORN English Communication. :.. Grove English Communication. :.. My Passport English Conversation.:.. UNICORN English Communication. :.. Grove English Communication. :.. OPEN DOOR to Oral Communication Book. OPEN DOOR to Oral Communication Book. ELEMENT English Communication. :.. LANDMARK English Communication. :.. Sailing English Conversation. :.. VISION UEST English Expression Advanced. :.. VISION UEST English Expression Standard. :.. Sailing Oral Communication.:.

Nunan, D..Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Pica, T., Kanagy, R., & Falodun, J.

8 Appendix A CA / kg mm Appendix C TA Are you from? I m from Japan. Appendix B TOA VS B The Pineapple is er /more. The Honey is er /more. The Pineapple is yen. How about the Honey? light colorful thin PONY or SHARK B PONY MD PONY Sheet B B Appendix D B

9 B. Edu. Health Sci. UG Univ vol., -, Orginal Article Analyzing Oral Activities and Tasks in Japanese Senior High School Textbooks Fusako ARAKANE Faculty of Health Sciences, Uekusa Gakuen University This study analyzes the activities and tasks in twenty-seven Japanese senior high school textbooks, attempting to clarify which activities and task characteristics are most commonly present. As part of the present Course of Study, the Ministry of Education introduced a new kind of course, which includes Communication English, English Expression, and English Conversation. The actual instruction of this course began in the classroom in In line with the recent communicative trend, there have been growing expectation of Task-Based Language Teaching (TBLT) in the teaching of oral English. There has been a great deal of discussion on effective techniques for using TBLT. At the same time, very little research has been carried out to draw on regarding how effective TBLT in Japan actually is. Instead a new way from TBLT has appeared: Task-Supported Language Teaching (TSLT). Considering this background, the activities in senior high school textbooks were analyzed from the following four viewpoints: 1) Communication Activity (CA) 2) Task-Oriented Activity (TOA) 3) Task Activity (TA) 4) Task. From the results of the analysis, it was found that there were few task activities and tasks in Japanese senior high school textbooks. These findings suggest that it is necessary to not only proactively increase meaning focused activities in English textbooks, but also modify TBLT in English classes so that they match the descriptive contents of the Course of Study. Keywords: activities, tasks, communication, TBLT, TSLT [1] Fusako ARAKANE, f-arakane@uekusa.ac.jp

activities and tasks in twenty-seven Japanese senior high school textbooks, attempting to clarify which activities and task characteristics are most commonly present.

Teaching Oral Communication Skills: A Task-based Approach. Abstract

1 Teaching Oral Communication Skills: A Task-based Approach Assistant Professor Department of Humanities and Social Sciences Indian School of Mines University, Dhanbad Abstract Oral communication fulfills