TBLT 2005 from theory to practice

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TBLT 2005 from theory to practice
Problems of implementing a task-based pedagogy in
EFL contexts

• Farzad Salahshour (PhD. Essex)
• Islamic Azad University- Maragheh, Iran
• Tabriz1285_at_hotmail.com

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TBLT 2005 from theory to practice

• Theory without practice is impotent.
• Practice without theory is blind.
• Lenin

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TBLT 2005 from theory to practice A
common point of departure

• TBLT stems from an outlook that emphasizes more
  on meaning than form.
• TBLTis learner and learning oriented and takes
  into account both target and learning needs of
  learners.
• TBLT is responsive to the research in second
  language acquisition.
• TBLT promotes language learning by accomplishing
  goal-oriented real-life and pedagogical
  activities.

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TBLT 2005 from theory to practice

• BANA context
• EFL/ESL programmes in British, Australian,
• and North American private language
  institutions
• TESEP context
• EFL programmes in the tertiary, Secondary and
  Primary education systems of developing countries

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TBLT 2005 from theory to practiceThe problem of
transfer of technology

• Transfer by BANA Outsider interpretation of
  EFL context
• Transfer by TESEP Outsider interpretation of
  EFL technology

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TBLT 2005 from theory to practiceCourse
Obligatory Optional courses in TEFL (MA )

• Obligatory courses
• Phonology
• Issues in Linguistics
• EFL Methods
• EFL Skills
• Research Methods
• Testing
• ..
• .

• Optional courses
• Issues in applied Linguistics
• Sociolinguistics
• SLA
• Discourse Analysis
• Writing Term Papers
• .
• .

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TBLT 2005 from theory to practice
Teacher-learner relationship in the schooling
culture of TESEP

• The day when we came to school for the first
  time we did not know how to read or write. From
  the first day our very kind teacher guided us.
  Teacher taught us to read and write. Teacher
  taught us to keep papers and books clean. Teacher
  taught us to be kind to our friends. Teacher
  taught us to keep ourselves always clean so than
  we do not get ill. Teacher taught us to be
  respectful to our parents. Teacher taught us to
  be kind to our brothers and sisters. Teacher
  taught us to be friendly with others and try to
  help them. We are grateful to our teacher who
  taught us reading and writing. We are grateful to
  our teacher who, like a kind father or mother,
  taught us to do good things.
• (Shorish 1988 62)

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TBLT 2005 from theory to practice The role of
Applied linguists in developing countries

• The role of applied linguists in developing
  countries should not be limited to implementing
  outsider technologies but also to critically
  analyzing these technologies and the target local
  context..

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TBLT 2005 from theory to practice

• A final remark
• Practicing a theory without a critical
  understanding of the context is futile.