Abstract:Task-based language teaching (TBLT) is an approach to second or foreign language teaching that relies on authentic language use in meaning-based, communicative tasks. It is considered a strong form of communicative language teaching and has various versions; as Ellis et al. (2020) pointed out, "TBLT is not monolithic but incorporates a range of possibilities which share the central idea that a language is best learned through the effort to use it communicatively" (p. 23). The notion of TBLT emerged in the 1980… Show more
“…They preferred activities that were interesting (“a funfair”) and could be contextualized into local situations (“Hong Kong map”). Their preference for project‐like tasks (Dalpanagioti, 2022) counters the notion that SEN tasks should be very simple. As a result of seeing TBLT as a phenomenon, the teachers developed a “holistic portrait” (Moustakas, 1994, p. 60) of what they thought a task should be: Teacher 1: The whole activity [she meant task ] should be a problem‐solving one; there is a map and a maze, and they have to find their way through [the journey].…”
Section: Resultsmentioning
confidence: 99%
“…There should be plenty of opportunities for meaning negotiation. Dalpanagioti's (2022) article on TBLT with frame semantics and increased contextualization is very close to these teachers' ideals. The teachers did not believe that LwSENs should be pushed to achieve targets that they might have difficulty achieving.…”
Section: Tasks That Unfold Like a Projectmentioning
confidence: 88%
“…A number of articles have reported difficulties with TBLT implementation in different teaching contexts (Kessler et al, 2021; Lin & Wu, 2012). TBLT materials have been designed using a problem‐based perspective (Pešut & Cindrić, 2017), and Dalpanagioti (2022) has recommended an approach based on frame semantics. The research literature has repeatedly pointed out that the essence of TBLT as a variously exploited teaching approach must be a combination of practitioners’ informed intuition and the objective quality of the approach when enacted in a certain teaching context.…”
The task‐based language teaching (TBLT) approach has long drawn data from general learners and developed theories on the basis of those data. In this article, the author explores how to adapt TBLT materials for learners with special educational needs (LwSENs) who have difficulty learning, thinking, and communicating. TBLT conceptualizes proficiency‐oriented targets differently than SEN, which emphasizes remedial teaching methods. Using visual images and textual definitions, this study probes special educators' ideal learning tasks, a method derived from phenomenology, which studies things in the world by studying people's perceptions of them. Visuals and texts as eidetic tools enabled the researcher to collect data of perception from nine core participants, which showed their excitement and trepidation regarding using tasks to teach. Results showed that special educators preferred project‐like tasks with game plans and goal‐oriented outcomes and were pessimistic about the possibility of developing a fully proficiency‐targeted approach for teaching LwSENs. Their preference for simple materials may contradict the expectation that the TBLT approach will produce high‐quality outputs among LwSENs. As a means of closing these knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.
“…They preferred activities that were interesting (“a funfair”) and could be contextualized into local situations (“Hong Kong map”). Their preference for project‐like tasks (Dalpanagioti, 2022) counters the notion that SEN tasks should be very simple. As a result of seeing TBLT as a phenomenon, the teachers developed a “holistic portrait” (Moustakas, 1994, p. 60) of what they thought a task should be: Teacher 1: The whole activity [she meant task ] should be a problem‐solving one; there is a map and a maze, and they have to find their way through [the journey].…”
Section: Resultsmentioning
confidence: 99%
“…There should be plenty of opportunities for meaning negotiation. Dalpanagioti's (2022) article on TBLT with frame semantics and increased contextualization is very close to these teachers' ideals. The teachers did not believe that LwSENs should be pushed to achieve targets that they might have difficulty achieving.…”
Section: Tasks That Unfold Like a Projectmentioning
confidence: 88%
“…A number of articles have reported difficulties with TBLT implementation in different teaching contexts (Kessler et al, 2021; Lin & Wu, 2012). TBLT materials have been designed using a problem‐based perspective (Pešut & Cindrić, 2017), and Dalpanagioti (2022) has recommended an approach based on frame semantics. The research literature has repeatedly pointed out that the essence of TBLT as a variously exploited teaching approach must be a combination of practitioners’ informed intuition and the objective quality of the approach when enacted in a certain teaching context.…”
The task‐based language teaching (TBLT) approach has long drawn data from general learners and developed theories on the basis of those data. In this article, the author explores how to adapt TBLT materials for learners with special educational needs (LwSENs) who have difficulty learning, thinking, and communicating. TBLT conceptualizes proficiency‐oriented targets differently than SEN, which emphasizes remedial teaching methods. Using visual images and textual definitions, this study probes special educators' ideal learning tasks, a method derived from phenomenology, which studies things in the world by studying people's perceptions of them. Visuals and texts as eidetic tools enabled the researcher to collect data of perception from nine core participants, which showed their excitement and trepidation regarding using tasks to teach. Results showed that special educators preferred project‐like tasks with game plans and goal‐oriented outcomes and were pessimistic about the possibility of developing a fully proficiency‐targeted approach for teaching LwSENs. Their preference for simple materials may contradict the expectation that the TBLT approach will produce high‐quality outputs among LwSENs. As a means of closing these knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.
“…Presenting details about each of the two frameworks lies outside the scope of this paper, as this has been done in previous studies (Dalpanagioti 2021(Dalpanagioti , 2022a(Dalpanagioti , 2022b, which justify the compatibility of the two models, point out what each model can gain from this integration, and provide illustrative lesson plans. To sum up, what lies at the core of this integrated approach is meaningful, contextualized language use, since both models capture both situational and linguistic contexts, thus maximizing opportunities for highlighting conceptual and lexico-grammatical patterns in a communicative setting.…”
The paper reports preliminary findings from applying a frame-inspired task-based approach to metaphor teaching in an EFL classroom. The teaching model used combines Frame Semantics, a cognitive linguistic theory that takes a usage-based view of meaning, with Task-Based Language Teaching, which emphasizes second/foreign language learning through interactionally authentic language use. In this paper we examine students’ productions in terms of the amount, type and function of metaphor use with a view to identifying the stages the students went through in developing their metaphoric competence in L2 writing. We illustrate how their metaphor awareness skills seem to develop along a continuum from non-deliberate isolated figurative instances to deliberate extended metaphor used as a conceptual and discursive framework for their writing. We thus provide preliminary evidence for the effectiveness of the proposed frame-inspired task-based approach to metaphor teaching.
“…La cognición, por su parte, desempeña un papel crucial en esta relación bidireccional, ya que los marcos conceptuales y las expresiones idiomáticas son productos de la actividad cognitiva humana (Fillmore & Baker, 2001;Ibarretxe-Antuñano & Valenzuela, 2012). Nuestra cognición influye en la formación y utilización de los marcos conceptuales, así como en la comprensión y producción de las expresiones idiomáticas (Dalpanagioti, 2022). La estructura cognitiva, refiriéndose a la organización y disposición de los elementos cognitivos en la mente humana, incluye tanto los marcos conceptuales como otros componentes del conocimiento, como las creencias, los recuerdos y las habilidades (Faber & Cabezas-García, 2019).…”
La Teoría de los Marcos (TM) sostiene que cada palabra o expresión se organiza en estructuras conceptuales dotadas de elementos semánticos, sintácticos y pragmáticos que se activan cuando esta se utiliza en un determinado contexto. La traducción de expresiones idiomáticas, por su parte, implica superar desafíos significativos en términos de comunicación intercultural y transferencia de significado. Esto requiere por parte de los traductores una comprensión profunda de la cultura, las connotaciones culturales y el contexto en el que se utilizan estas expresiones. Teniendo en cuenta la relación entre la TM y la fraseología, este estudio de corte cognitivo aborda la importancia del contexto a la hora de identificar y comprender los marcos conceptuales relacionados con las expresiones idiomáticas, en nuestro caso locuciones, a fin de lograr una traducción precisa. Para ello, se propone la TM como herramienta metodológica de cara a resaltar su efectividad en la adquisición fraseológica en traducción.
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