Thanks for the discussion Steve. TBLT includes a number of possible pedagogy applications--but, as you said, the ultimate goal is use. I'd also argue that TBLT strongly emphasizes--if we want to take the bank as an example, one possible TBLT lesson might be to have students watch several recordings of bank interactions (as input), followed by some activities to learn input before gradually transitioning to more output, culminating in some approximation of the real-world task.
Interesting discussion, thanks Steve. I tend to agree with you on most points. I would like to point out though that tasks can easily be things an individual does and they're not necessarily 'role plays' in classrooms. They can also be input heavy "listen and do" tasks for beginners, etc. Really they're only limited by our imagination, and it seems to be mostly a way of organising lessons. But I totally agree that the government should provide more options. TBL is not without its flaws. GL
Once again you hit the nail on the head, Steve. There is no one way to learn a language. There are lots of different methods to achieve that end, and different methods may work better or worse for different people.
I found a classroom setting good for introducing me to the French language, but found I could only achieve basic fluency by using the language extensively outside of class (luckily I live near Quebec). Now that I am out of school I am experimenting with different self study methods.
The book took about 6 months to write. At LingQ you can register free of charge, the language content is free. If you want to maintain your word and phrase database beyond 300 items you are asked to pay $10 per month. Personal tutoring is extra.
Thanks for the discussion Steve. TBLT includes a number of possible pedagogy applications--but, as you said, the ultimate goal is use. I'd also argue that TBLT strongly emphasizes--if we want to take the bank as an example, one possible TBLT lesson might be to have students watch several recordings of bank interactions (as input), followed by some activities to learn input before gradually transitioning to more output, culminating in some approximation of the real-world task.
notlitotes1 2 months ago
Interesting discussion, thanks Steve. I tend to agree with you on most points. I would like to point out though that tasks can easily be things an individual does and they're not necessarily 'role plays' in classrooms. They can also be input heavy "listen and do" tasks for beginners, etc. Really they're only limited by our imagination, and it seems to be mostly a way of organising lessons. But I totally agree that the government should provide more options. TBL is not without its flaws. GL
funkiwi44 1 year ago
Almost as if the whole system set up so we stay monolingual and dumb. :0
yahags 2 years ago
Comment removed
polishenglish4u 2 years ago
Once again you hit the nail on the head, Steve. There is no one way to learn a language. There are lots of different methods to achieve that end, and different methods may work better or worse for different people.
I found a classroom setting good for introducing me to the French language, but found I could only achieve basic fluency by using the language extensively outside of class (luckily I live near Quebec). Now that I am out of school I am experimenting with different self study methods.
AtomikNY 2 years ago
Hi steve, you're dressed like the guys from Dragon Ball (anime) take care!
1Pelito1 2 years ago
This is kind of off topic, but how long did it take you to write your book? And is link free?
daglug1 2 years ago
The book took about 6 months to write. At LingQ you can register free of charge, the language content is free. If you want to maintain your word and phrase database beyond 300 items you are asked to pay $10 per month. Personal tutoring is extra.
lingosteve 2 years ago