Modelling and Assessing Second Language Acquisition. 77- 99.Clevedon, England: Multilingual Matters. Nunan (1989) .Designing tasks for the communicative classroom. Cambridge University Press. Nunan (2004) .Task – based Language Teaching.
Encarta (2009) defines learning as the acquisition of knowledge or skills. It is involves in acquiring new competences. In order to achieve good teaching and learning developmental process, both teachers and students play vital role throughout the lesson. One of the major concerns in ensuring successful classroom is the suitable approach or appropriate methodologies used in class by teachers. As we all know, learners have their own learning style.
Reconceptualizing the knowledge-base of languageteacher education. TESOL Quarterly, 32(3), 397-417. Freeman, D., & Richards, J. (1996). Teacher Learning in Language Teaching.Cambridge: Cambridge University Press.
Selection and organization of content and learning experience In the process of designing a course one of the inevitable steps is to decide on the content and the way of its organization. It includes deciding on a course structure, selecting a teaching strategy which will support learning goals and creating a schedule. The course structure consists of two main elements: the choice concerning the topics and the way of the organization and sequencing of content of the course. It is important to choose and organize the topics in such a way so that it will be aimed at supporting the learning objectives of the course. According to Woolvard and Anderson the majority of the teachers spend too much time helping students to master course content while they neglect the process of learning directed at using this content in a definite way.
This approach support the concept of distinguishing whose responsibility it is to learn. As stated by Weimer (2013), students will depend on teachers to identify to identify the information that needs to be learned, prescribe the learning methods, and assess how well the student has grasp the material (p. 15). The concept of learning needs to be a shared responsibility between both the teacher and the student. Self-directed learning gives the responsibility to the student with the belief that students can be responsible for learning on their own and gives the responsibility to the teacher of properly educating
The role of the teacher in TBLT can be examined in light of Willis’ (1996) framework for task-based teaching and learning. During each phase of the task framework, the teacher also has a particular role to play, which keeps changing based on the different goals of each phase. During the pre-task stage, a teacher introduce the task and primes the learners. At this stage, he/she can also provide important background information to scaffold the students’ learning. New vocabulary or phrases may be introduced, but the main purpose of the pre-task stage is to prepare the students and draw their attention to the task and subject at hand (Willis, 1996).
Assessment for learning The purpose of formative assessment is to find where students are in their learning. This type of assessment is carried out day-to-day, in every lesson. Its outcomes will help the teacher on making well-founded judgements about pupils' understanding of concepts, deciding what the next learning steps should be and, therefore on planning effectively. In addition, other purpose of formative assessment is to provide students with inmediate feedback about their performance. There is a wide range of how formative assessment is conducted.