Book
Title : Task-Based Language
Teaching
Writer : David Nunan
Amount
of Chapter : 8 Chapters
Amount
of Pages : 218 pages
Published : In the United States of
America by Cambridge
University Press, New York
Year of Published : 2004
Website : www.cambridge.org
Reviewed : Rusdin
Reviewed : Rusdin
Task-Based Language
Teaching
Task-Based Language
Teaching is one of the teacher best guides for teaching learning process in the
classroom. The information and pedagogy for the teaching are available in the
book. In this book many information for the teachers to show some ideas about
how Task-Based Language Teaching can be run and apply in language classes. The
writer of this book achieves this by providing teachers with models and an
empirical basis for Task-Based Language Teaching, clarifying the role of focus
on form in Task-Based Language Teaching, and giving teachers some ideas about
how Task-Based Language Teaching can be assessed. The book consists of eight
chapters on different aspects of Task-Based Language Teaching
and each of chapter is connected each other about information of Task-Based
Language Taching. Nunan point to different researchers’
ideas before starting his own approach. This style of proceeding
provides the reader with so many comprehension into Task-Based
Language Teaching.
In the first chapter of Task-Based Language
Teaching Nunan explain a model for
Task-Based Language Teaching that articulated the relationship between tasks
and other curricular elements discussed and set within a boarder curriculum
frame work. He specified in the content
about what is Task-Based and read whole the chapter, Nunan applied the term of
communicative language teaching of Task-Based Language Teaching that concerned
discussed about teaching model and style that can easy for the student to
understand in receive the knowledge of the language in taught. Task-based is
one of the important elements to be applied to the student; Nunan inform how Task-Based
developed as a model of the teaching learning that articulated the relationship
between task and other curricular element. In teaching model of Task-Based he
discusses detail of the communicative language teaching, Alternative approaches
to syllabus design, experiential learning, Policy and practice, and the role of
the learner. It has been setting easily for the teachers to contribute their
pedagogically in teaching.
In chapter 2 Nunan categorize the teaching
language by developing a framework for transforming target or
real-world tasks into pedagogical tasks. The author has been given
exemplification of the detail elements that support of teaching English
in using of a framework task-based. The sections of the developing syllabus in
creating the concept of pedagogy the author design clearly of planning and
material in teaching of student based on Task-Based Language Teaching. In the end of this chapter he explains
the key of principles of Task-Based Language Teaching
and the important place to learning that is classroom or classroom task-based.
In the chapter 3
Nunan assume
that Task-Based Language Teaching discusses the whole teaching model in
all. In this chapter he examine the key elements
related to the task goal, input and procedures in specification of detail roles
for the teachers and learners in setting for goal of Task-Based Language
Teaching. In this task component the role of teacher and learner is really
important to input data and procedures in what task to apply in process of
teaching learning. Relationship of the learner as a participant in these of
task component is important, so in the task component style consist of input,
roles, settings, actions, monitoring, outcomes and feedback. The relationship
between real world and pedagogic tasks, task and text authenticity and learning
strategies in Task-Based Language Teaching are also touched on.
Chapter 4 Nunan talk about how to provide a
summary of the research in task-based. One area of particular interest is that
of task difficulty and complexity. In this chapter he divide the factor of
difficulties in task management in teaching language and he focus on the output
and input hypothesis of the task-based. By using five hypothesis of the Stephen
Krashen’s theory the author engage that the component Task-Based Teaching
Language can be analysis in succeeding of the teaching learning. Finding out
the task difficulty the author input the discuss of the interaction, output and the negotiation of meaning, most of these
studies to identify the characteristics of pedagogical tasks component that
stimulated negotiation of meaning. By giving exemplification more about factors
happen to learner in learning the author proposed two kinds dimension framework
of task according to the expert one happen to the learner is making abstract
such expressing the opinion in which of manner to spread out. So the important
negotiation of meaning that important element in finding the task types and
cognitive complexity.
Talking
about ‘Focus on Form in
Task-Based Language Teaching’ In Chapter 5, Nunan verify the nature of the
controversy, form appropriate in to a task-based
instructional cycle, and unfocused task. Form is learning conscious in
acquiring the language and this study focus in grammatical instruction use by
learners while unfocused task is the capable the learner of using any other
resource of studying language. Grading,
Sequencing and Integrating Tasks. Chapter 6: In this chapter some key
elements in grading, sequencing and integrating tasks are explored. Nunan
argues that many factors need to be taken into account and that these factors
are interrelated. In this chapter Nunan focusing describe how the
methodological device for classroom action, that it is a central curriculum
planning tool. In his conclusion of this chapter, Nunan determine that many
factors happening in the task to deciding to be appropriate ordering of the
task.
Estimating Task-Based
Language Teaching Chapter 7: This chapter is mainly about assessment
in Task-Based Language Teaching. Key issues related to assessment are
considered and related to the context of Task-Based Language Teaching. Some
practical tools such as performance scales, portfolios and production tasks are
explored. Task-Based Language Teaching presents challenges in all areas of the
curriculum. This is particularly true for assessment, which is coming under
increasing scrutiny as it is realized that Task-Based Language Teaching cannot
be assessed according to traditional methods. In the final chapter Nunan
focuses on tasks and teacher development: how teachers can evaluate and create
their own tasks. Nunan concludes that tasks can be used as a point of departure
for small scale classroom projects by teachers themselves. Chapter 8 is devoted
to tasks and teacher development. The purpose of this chapter is to look at
task construction and evaluation from the perspective of the teacher, and to
provide suggestions for introducing tasks in teacher development workshops.
To conclude the whole reviewed of
this book I would like to make
conclusion about the book of Task-Based
Language Teaching by David Nunan that Task-Based Language Teaching is an
approach to language teaching organized around tasks rather than language
structures. This book on Task-Based Language Teaching has been written with a
very different and unique perspective. It not only discusses teaching pedagogy
as an academic subject but also rethinks as to how it can be useful in the
language teaching perspective. Teachers will make up
their own minds as to whether their methods and techniques need reconsidering
in the light of what teaching learning of the language, but, as with all new
trends in linguistic theory and description, it is important that Task-Based
Language Teaching be subjected not only to the scrutiny of applied linguists
but also to the testing grounds of practical materials and classroom
activities. One drawback with this book is that it gives little in theory and
tells a lot in the form of activities. Though it’s the practical way of doing
things but that’s true in the Western context. In our country of Indonesia
context it has to tell more and do less while it’s the other way round. On the
other hand writer provides the readers with a glossary of terms used in the
book to clarify their meaning. “Reflection boxes” in each chapter make the
writer and reader interact and also make
the reader consider how he/she can make use of Task-Based Language Teaching in
their own teaching contexts.
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