Chet tillar fakulteti ingliz tili kafedrasi

Active learning principle. Fundamental to task-based teaching is the idea that learners acquire language through using it. A key principle behind this concept is that learners learn best through doing. When applied to language teaching, this suggests that most class time should be devoted to opportunities for learners to use the language rather than listening to the teacher talk. These opportunities can range from practicing memorized dialogues to completing a table or chart based on some listening input. The key point, however, is that the learner (not the teacher) is doing the work. This is not to suggest that there is no place at all for teacher explanation but that teacher-focused work should not dominate class time.
Integration principle. This principle is somewhat controversial. It is disputed by some proponents of a 'strong' interpretation of task-based language teaching. (To review 'strong' and 'weak' interpretations, please revisit Lesson 2.) It argues that language teaching should show learners the relationship between form and meaning.
In synthetic approaches the linguistic elements (the grammatical, lexical and phonological components) are taught separately and one-by-one. The problem for the learners is learning how to put these various elements together for effective communication.
When communicative language teaching emerged in the 1970s and 1980s, some language specialists argued that a focus on form was unnecessary and that all learners needed were opportunities to communicate in the language.
This led to a split between proponents of form-based instruction and proponents of meaning-based instruction. Proponents of meaning-based instruction argue that, while a mastery of grammar is fundamental for effective communication, this can be achieved by the learners subconsciously, and an explicit focus on form is unnecessary for language acquisition.
Reproduction to creation principle. Reproductive language work requires learners to reproduce language models provided by the teacher, the textbook or audio. These tasks are designed to give learners initial mastery of target language items.