Course paper on the theme «Tools for learning: technology and teaching strategies» Done by: Sodiqova Iroda

Further Observations on Task-Based Learning

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  I’ve noticed that with advanced learners that are enthusiastic, a model isn’t as important, and might even be a bad idea. Giving a model can steer your students in a particular direction, as they think that’s what you want, and try to please you. Not giving a model lets them really use their imagination and creativity.
  
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  Conversely, for younger or weaker learners, a model is really necessary or there’s a danger of ending up with low quality work.
  
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  Task-Based Learning seems to be changing its name slowly, as more people are calling it ‘Task-Based Language Teaching’.
  

References

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2. 
   Smaldino, S., E., Russell, J., D., Heinich, R., M., & Molenda, M. (2005). “Instructional technology and media for learning” (8^th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
   
3. 
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4. 
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5. 
   Stokes, S. (2005). “Visual Literacy in Teaching and Learning: A Literature Perspective”. Source http://ejite.isu.edu/Volume1No1/Stokes.html ^{[permanent dead link]}. Peterborough: Broadview Press. ISBN 978-1-55111-404-0.
   
6. 
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7. 
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8. 
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9. 
   Arikan, A. (2009). “Edebiyat Öğretiminde Görsel Araç Kullanımı: Kısa Öykü Öğrenimi”. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 27, 1-16.
   
10. 
    Buckledee, S. (2002). “Language and Literature in Tertiary Education: The case for stylistics”. English Teaching Forum, 40 (2), 8-12.