‘Key’ Benefits to Count Task Based Language Training in TEFL/TESOL certificate course in India

By now you must have acquired sufficient idea about different teaching methodologies that can be experimented in a class where maximum students speak a native dialect.

But, did this thought ever cross your mind that how about experimenting with a ‘task based language learning technique’ in a classroom where maximum students need to acquire a targeted language quickly?

Yep buddy, you got me right! We are talking about Task based Language Training in TEFL/TESOL certification course in India to make things turn amazingly easy for a teacher to teach English to the non-speakers of English quickly in a classroom.

A Task Based Language Training (TBLT) in an international 120 hrs TEFL Course in India turns many unturned stones with ease!

I find it very irritating whenever I repeatedly ask my children to teach the students for spelling the word ‘elephant’ and they are spelling it right in the class, but next day when you are asking them to spell the same spelling they are spelling it as ‘elefant’. Dealing with one such situation in a class is very hectic for me    

(A TEFL teacher teaching English language in a school located in UAE said it once when he was interviewed that is it easy to teach English to the students who treat English as second language? he denied disclosing his identity)

Which means, whatever you teach your students in a class, they are unable to retain it because; they do not know how to implement the spelling they have learnt in your class practically.

Experimenting with task based language learning helps the young and adult learners in a class to improve their English who do not treat the language as their mother tongue from childhood. Task oriented Language Training used in an International 120 hrs TEFL Course in India helps a TEFL teacher to teach young and adult learners through some of the following ways:

  • Conducting task based test helps a teacher teaching English as Foreign Language to understand the learning outcomes easily – When a student writes “give me ‘the’ glass of water” instead of ‘give me a glass of water’ in class test and repeats the same mistake in every class tests, then it’s the time for a language teacher to conduct a task based test to interpret the learning outcome. Had the concept of implementing ‘the’ and ‘a’ before in a sentence been clear such mistakes would have showed up. Task based casual test in a class renders a teacher to know ‘why the student is using wrong prepositions while writing a sentence’. When that problem is neutralised, a teacher might consider that he/she is successful to ‘get the job done’ as a teacher teaching English as foreign language.

Focusing on Task Based language training in TEFL/TESOL certification course in India makes context of study easier for a TEFL teacher to teach young or adult learner in a class

Think from the perspective of an adult learner or a young learner for once how it feels when:

‘Your teacher instructs you to write a sentence in a targeted language which you do not treat as first language from school and all of a sudden your teacher expects you to write a sentence in the same language without any grammatical error’.  That is simply impossible. It’s like asking a native of Spanish rural countryside to write Arabic language all of a sudden without any mistake’.

The reason to introduce Task based language training technique in an online or offline based TEFL/TESOL certification course in India is to shape the teaching skills of a ‘would be TEFL teacher’ so that they focus much on the context of study while teaching language to the students in a class who do not treat English as their native dialect. Let’s see how:

  • Observing learning outcome of the students with group based activities – Whenever a language task like preparing a speech for annual programme in a school is being given to a group of students in a class, naturally they work hard to make their speech special to compete with the other groups. This often becomes an opportunity for an adult or young learner to upgrade his oratory skills in English who treated English as second language from school.

Technically this means, a student who do not speak a targeted language as a native dialect from childhood learns to acquire the targeted language quickly with one such group based task assigned. At the same time, one such task based language learning activity improves his performance in a grammar class who treats English as a Second Language from childhood.

Well, would you mind calling this technique as ‘killing two birds with one stone’?

If it works then it is definitely a clear cut achievement for you as a teacher who is all set to teach English as a foreign language.

In the next blog we will come back with few other teaching techniques to make your job easy and interesting.

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