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The practical implementation of Tas

The practical implementation of Task-based teaching and learning has already had many attempted applications, for example immersion programmes in Canada which focus on social, cultural, and everyday learning. Task-based approaches are also used in modern language teaching programmes in Europe (Candlin and Edelhoff 1982; Carter and Thomas 1986); learning for specific purposes (Waters and Hutchinson 1985); and for EFL/ESL in the United States (Long 1985; Long and Crookes 1989), India (Prabhu 1987a), and Australia (Nunan 1988, 1989). Rutherford (1987) has suggested a Task-based approach which allows consciousness-raising in relation to grammar, and Willis (1987) outlines a lexically-based syllabus stemming from the COBUILD dictionary. Essentially what these Task-based approaches have in common is that they give the opportunity for joint decision-making in the interactive process of learning.
Possibly the most detailed description to date of one approach to Task-based teaching is to be found in Prabhu's Second Language Pedagogy (1987a). Here the teaching and learning of language were not the objectives of the tasks. The tasks focused upon the learners' use and development of their own cognitive abilities through the solution of logical, mathematical, and scientific problems. The target language was the means through which they worked in order to do such things. Prabhu's tasks also focused upon what was to be done in the classroom and not upon selected language input for learning. Lastly, the ordering of the tasks was not pre-planned but was evolved during the teaching and learning by a process of trial and error whereby new tasks could become more sensitive to the achievements and needs of the particular learners in the particular teaching situation.
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The practical implementation of Task-based teaching and learning has already had many attempted applications, for example immersion programmes in Canada which focus on social, cultural, and everyday learning. Task-based approaches are also used in modern language teaching programmes in Europe (Candlin and Edelhoff 1982; Carter and Thomas 1986); learning for specific purposes (Waters and Hutchinson 1985); and for EFL/ESL in the United States (Long 1985; Long and Crookes 1989), India (Prabhu 1987a), and Australia (Nunan 1988, 1989). Rutherford (1987) has suggested a Task-based approach which allows consciousness-raising in relation to grammar, and Willis (1987) outlines a lexically-based syllabus stemming from the COBUILD dictionary. Essentially what these Task-based approaches have in common is that they give the opportunity for joint decision-making in the interactive process of learning.Possibly the most detailed description to date of one approach to Task-based teaching is to be found in Prabhu's Second Language Pedagogy (1987a). Here the teaching and learning of language were not the objectives of the tasks. The tasks focused upon the learners' use and development of their own cognitive abilities through the solution of logical, mathematical, and scientific problems. The target language was the means through which they worked in order to do such things. Prabhu's tasks also focused upon what was to be done in the classroom and not upon selected language input for learning. Lastly, the ordering of the tasks was not pre-planned but was evolved during the teaching and learning by a process of trial and error whereby new tasks could become more sensitive to the achievements and needs of the particular learners in the particular teaching situation.
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Implementasi praktis dari pengajaran dan pembelajaran berbasis Task telah telah banyak berusaha aplikasi, untuk program perendaman misalnya di Kanada yang berfokus pada pembelajaran sosial, budaya, dan sehari-hari. Pendekatan berbasis tugas juga digunakan dalam program pengajaran bahasa modern di Eropa (Candlin dan Edelhoff 1982; Carter dan Thomas 1986); belajar untuk tujuan tertentu (Waters dan Hutchinson 1985); dan untuk EFL / ESL di Amerika Serikat (Long 1985; panjang dan Crookes 1989), India (Prabhu 1987a), dan Australia (Nunan 1988, 1989). Rutherford (1987) telah menyarankan pendekatan berbasis Tugas yang memungkinkan peningkatan kesadaran dalam kaitannya dengan tata bahasa, dan Willis (1987) menguraikan silabus berbasis leksikal-berasal dari kamus Cobuild. Pada dasarnya apa pendekatan berbasis Tugas ini memiliki kesamaan adalah bahwa mereka memberikan kesempatan bagi pengambilan keputusan bersama dalam proses interaktif belajar.
Mungkin deskripsi yang paling rinci untuk tanggal satu pendekatan pengajaran berbasis Task dapat ditemukan di Prabhu Kedua bahasa Pedagogi (1987a). Berikut pengajaran dan pembelajaran bahasa tidak tujuan dari tugas. Tugas berfokus pada penggunaan dan pengembangan kemampuan kognitif mereka sendiri peserta didik melalui solusi dari masalah logis, matematika, dan ilmu pengetahuan. Bahasa target adalah sarana melalui mana mereka bekerja untuk melakukan hal-hal seperti itu. Tugas Prabhu juga berfokus pada apa yang harus dilakukan di dalam kelas dan bukan pada masukan bahasa yang dipilih untuk belajar. Terakhir, urutan tugas tidak direncanakan sebelumnya tetapi telah berkembang selama belajar mengajar oleh proses trial and error dimana tugas-tugas baru bisa menjadi lebih sensitif terhadap prestasi dan kebutuhan peserta didik tertentu dalam situasi mengajar tertentu.
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