Task-Based Instruction (TBI)

Designed byMs. Chayaporn Thirachaimongkhonkun

Mr. Sunan Fathet

Presented as a requirement of TF 503

Teaching and Learning Strategies and Classroom Management

Department of Western Languages Faculty of Humanities Srinakharinwirot University

Task-Based Instruction (TBI)

Session Outline

Defining “Tasks” Defining “Tasks”

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22

33

44

55

Introduction

Task components

Task Types

The Framework of TBI

6677

Comparing TBI and 3Ps

Advantages & DisadvantagesTask-Based Instruction (TBI) 2

IntroductionTask-based learning is an alternativeapproach to communicate language teaching because a task involves a primary focus on meaning, real-world processes of language use and any of the four language skills.

Task-Based Instruction (TBI) 3

“A task is an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome”

(Willis, 1996)

Defining “Task”


“A piece of classroom work that involve learners in comprehending, manipulating, producing, or interacting in target language while attention is focus on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.”

(Nunan, 2004)

Defining “Task”


“Tasks are activities that call for primarily meaning-focused language use.

In contrast, exercises are activities that call for primarily form-focused language use.

(Ellis, 2003)

Defining “Task”


Task ComponentsThe core task elements have six components.

1 • 2 • 3 • 4 • 5 • 6 •


Goals

Input

Procedures

Teacher role

Student role

Settings

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Goals11


Goal type Example

Communicative establish and maintain interpersonal relations and through this to exchange information, ideas,opinions, attitudes and feelings and to get thingsdone

Sociocultural have some understanding of the everyday lifepatterns of their contemporary age group in thetarget language speech community; this will cover their life at home, at school and at leisure

Learning-how-to-learn

to negotiate and plan their work over a certain time span, and learn how to set themselves realistic objectives and how to devise the means to attain them

Language and cultural awareness

to have some understanding of the systematic nature of language and the way it works

(Clark, 1987, cited in Nunan, 2004)8

Input22


radio and television scripts and documentaries

comic books for entertainment

publicity brochures and posters

short stories, poems and plays

shopping lists

business cards

postcards

picture stories

street map

articles from newspapers, magazines and journals

(Hover, 986, and Morris & Stewart-Dore,1984, cited in Nunan, 2004) 9

Procedures33


(Nunan, 2004)

Procedures specify what learners actually do with the input. According criteria for the task, teachers consider the authority of learning procedures and input. Another point of criteria for task selection involves activation rather than a rehearsal rationale. Moreover, analyzing procedures should be based on the focus or skills required to achieve the goal.

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Teacher role44


Student role55

Approach RolesOral Situational learner listens to teacher and repeats; no

control over content or methods

Audiolingual learner has little control; reacts to teacher direction; passive, reactive role

Communicative learner has an active, negotiative role;should contribute as well as receive

Total Physical Response

learner is a listener and performer; little influence over content and none over methodology

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Teacher role44


Student role55

Approach RolesThe Silent Way learners learn through systematic analysis; must

become independent and autonomous

Community Language Learning

learners are members of a social group or community; move from dependence toautonomy as learning progresses

The Natural Approach

learners play an active role and have a relatively high degree of control over content language production

Suggestopedia learners are passive, have little controlover content or methods

(cont.)

(Richards & Rodgers,1986, cited in Nunan, 2004)12

Setting66


(Wright, 1987, cited in Nunan, 2004)

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Task Types


WillisWillis

PattisonPattison

Six Task Types

Task TypesTask Types

JostJost

Seven Task Types

Six Task Types

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Listing

Ordering & Sorting

Comparing

Problem solving

Sharing personal experiences

Projects and creative tasks


Six Task Types by Willis

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Six Task Types by JostType of Task Examples Details

Listing Brainstorming, fact finding

A party list, memory challenge, qualities for a job

Ordering andsorting

Sequencing, ranking Jigsaw activities, best way to do something

ComparingFinding similarities,finding differences

Listening to TV programs, spotting differences between pictures

Problem solving Giving advice,planning

Responding to an advice column, planning a dinner

Discovery Finding somethingnew

Learning about thePyramids

Debating Debating how toprotect something

How best to save the earth

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Seven Task Types by Pattison

Dialogues and role plays

Matching activities

Communication strategies

Pictures and picture stories

Discussions and decisions

Questions and answers

Puzzles and problems

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Seven Task Types by Pattison

Dialogues and role plays

Matching activities

Communication strategies

Pictures and picture stories

Discussions and decisions

Questions and answers

Puzzles and problems

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Examples for Task Types


(Nunan, 2000, cited in Nunan, 2004) Listing & Discussion19



(Nunan, 2004) Ordering

(cont.)

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(Harmer, 1998) Ordering

(cont.)

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(Nunan, 2001, cited in Nunan, 2004) Matching activity

(cont.)

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(Nunan, 2003, cited in Nunan, 2004)

Student 1 looks at the picture on this page, and Student 2 looks at the picture on page 96. Ask and answer questions to find the differences between the pictures. Use the questions in the box.

Comparing

(cont.)

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(Nunan, 1995, cited in Nunan, 2004)Communicative activity

(cont.)

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Puzzle

(cont.)

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(Richards et al., 1997, cited in Nunan, 2004) Role Play

(cont.)

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The Framework of TBIPRE-TASK

Introduction to topic and task

TASK CYCLETask, Planning, Report

LANGUAGE FOCUS Analysis, Practice


Pre-task1

The teacher- introduces and defines the topic- uses activities to help students recall/ learn useful words and phrases- ensure students understand task instructions- may play a recording of others doing the same or a similar task

The students

- note down useful words and phrases from the pre-task activities and/ or the recording- may spend a few minutes preparing for the task individually


Task cycle2

Task ReportPlanning


Students do the task, in pairs or small groups. Teacher monitors from a distance.

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

Some groups present their reports to the class, or exchange written reports, and compare results.

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.3 Language Focus


PracticeTeacher conducts practice of new words, phrases and pattern occurring in the data, either during or after the analysis.

AnalysisStudents examine and discuss specific features of the text or transcript of the recording

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Comparing TBI and 3Ps

PPP Presentation-Practice-Production

Versus

Task-Based InstructionTBI


TBI Pre-task

Introduction to topic and taskTask cycle

TaskPlanningReport

Students hear task recording or read text

Language focusAnalysis and practice:

Review and repeat task

PPPPresentation

of single ‘new’ itemPractice

of new item: drills, exercises, dialogue practice

ProductionActivity, role play or task to

encourage ‘free’ use of language

Exposure

ExposureExposureExposure (planned)Exposure

Exposure

Exposure

Exposure (restricted)

Exposure (restricted)

Exposure

Use (spontaneous)Instruction (as needed)

Use (planned)

InstructionUse (restricted)

Use (spontaneous)

Instruction

InstructionUse (restricted)

Use (free or partlyrestricted)

Instruction

PPP

TBI


Advantages1. TBL is applicable and suitable for students of all ages and

background.2. Students will have a much more varied exposure to language

with TBL.3. Students are free to use whatever vocabulary and grammar

they know, rather than just the task language of the lesson.4. Allows meaningful communication.5. Students will be exposed to a whole range of lexical phrases,

collocations and patterns as well as language forms.6. Encourages students to be more ambitious in the language.


Disadvantages1. TBI requires a high level of creativity and initiative on

the part of the task.2. TBI requires resources beyond the textbooks and

related materials usually found in language classrooms.

3. TBI is not teacher-centered and it requires individual and group responsibility and commit mention the part of students.

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


Conclusion1. Task-based teaching offers the opportunity for

‘natural’ learning inside the classroom.2. It encourages child-centered learning.3. It helps learners develop individual

differences and support learning autonomy.4. It helps learners use language in a

communicative process through authentic experience while engaging the target language.


ReferencesEllis, R. (2003). Task-based language learning and teaching.

Oxford: Oxford University Press.Harmer, J. (1998). How to teach English: An introduction to the

practice of English teaching. Essex : Addison Wesley Longman Limited.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Jost, N. (2003). Issues in Task-based Language Instruction. JALT Conference Proceedings. Tokyo : Association for Language Teaching.Willis, J. (1996). A framework for task-based learning.

Essex : Addison Wesley Longman Limited.

Task-Based Instruction (TBI)

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