Inventor/ProponentPrahbu.

Country of originIndia.

TASK Activity that needs to have a specific

outcome or a result.

Theory of Language

-“Language is primarily a means of making meaning”.

Theory of Learning -> Communicative Approach.

“Tasks provide both input and output processing necessary for language

acquisition”.

Role of T:

-Facilitator and chairperson

-Sets up the tasks and helps Ss to complete them.

-Supervises the reporting of the task.

-Provides vocabulary needed

-Gives suggestions on revising and rewriting & presenting material

-Gives feedback on presentation and written material.

Role of Ss - Active participants - Has to work with others and be collaborative - Needs -> guessing meaning from context, rephrasing & negotiating meaning.

Use of L1 - Can be used to clarify instructions- Should be used less as the class

progresses

Materials - Resources books - Newspaper - Magazine - Radio programs - CDs- TV - Internet- Board- Worksheets

Task Based Instruction

Techniques -> Types of Tasks

LISTING: Processes    -   Brainstorming, fact-finding.

ORDERING AND SORTING:

Processes   -     Sequencing, ranking, categorizing, classifying.

COMPARING:Processes   -   Matching, finding similarities, finding differences.

PROBLEM SOLVING:Processes     -   Analysing real or hypothetical situations, reasoning, and decision making.

SHARING PERSONAL EXPERIENCES:

Processes     -    Narrating, describing, exploring and explaining attitudes, opinions, reactions.

CREATIVE TASKS:

Processes    -     Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others (Willis 1996).

Task cycle

Pre-task

Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare.

Task Cycle

  Task: Students do the task, in pairs or small groups. Teacher monitors.

  Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered.

  Report: Some groups present their reports to the class, or exchange written reports and compare results. (Ss receive feedback on their level of success on completing the task).

Language Focus

Analysis: Students examine and discuss specific features of the text or transcript of the recording.

Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis (Willis 1996: 38).

• Modes of Interaction

T-Ss (Whole group) When T is giving instructions

Ss-Ss : When T is around and Ss are completing the tasks

Ss-T : check tasks’

results

Areas of Language Communication, meaning & fluency.

Evaluation Ss can be evaluated in written form or presentations.

How Ss’ errors are corrected

Ss are corrected discreetly. T want Ss to use the TL.

Ss’s feelings Ss should feel comfortable during class.

Advantages

• TBL is applicable and suitable for Ss of all ages and backgrounds.

• Ss will have a much more varied exposure to language with TBL.

• Ss are free to use whatever vocabulary and grammar they know, rather than just the TL of the lesson.

• Allows meaningful communication.

• Ss will be exposed to a whole range of lexical phrases, collocations and patterns as well as L forms.

• Encourages Ss to be more ambitious in the L they use.

Disadvantages

TBL requires a high level of creativity and initiative on the part of the T.

TBL requires resources beyond the textbooks and related materials usually found in language classrooms.

T-B instruction is not teacher-centered and it requires individual and group responsibility and commitment on the part of Ss.

There is a risk for learners to achieve fluency at the expense of accuracy.

Reference

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (Second Edition). Oxford University Press.