Teaching listening using tblt approach for intermediate level learners

The task model follows Willis (1996) for the different phases of the task. According to Willis, there are different task phases as the “pre-task”, “task-cycle”, and “language focus”. In the first phase, the instructor (the co-author) introduces the topic, models the task, and recalls language. In the second phase, task-cycle, she sees the students working in pairs or groups to complete tasks given by the teacher. During the applications, the instructor monitors the students and guides them. Then, the students prepare and report to the whole class while the teacher observes and gives positive feedback. The students and the teacher work together in the language focus which is followed by the students’ language practice. Lesson plans were discussed and checked and feedback was provided by professionals. The lesson plans were designed to adapt the textbook materials into meaningful tasks and provide opportunities for maximum learner participation.

• The task model follows Willis (1996) for the different phases of the task. According to Willis, there are different task phases as the “pre-task”, “task-cycle”, and “language focus”. In the first phase, the instructor (the co-author) introduces the topic, models the task, and recalls language. In the second phase, task-cycle, she sees the students working in pairs or groups to complete tasks given by the teacher. During the applications, the instructor monitors the students and guides them. Then, the students prepare and report to the whole class while the teacher observes and gives positive feedback. The students and the teacher work together in the language focus which is followed by the students’ language practice. Lesson plans were discussed and checked and feedback was provided by professionals. The lesson plans were designed to adapt the textbook materials into meaningful tasks and provide opportunities for maximum learner participation.

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