Task –Based Language Teaching TSL3103

Task-Based Teaching

“Any approach to language pedagogy will need to concern itself with three essential elements: language data, information, and opportunities for practice”, David Nunan,

“Any approach to language pedagogy will need to concern itself with three essential elements: language data, information, and opportunities for practice”, David Nunan,

TBLT - Definition

“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” Jane Willis

“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” Jane Willis

WHAT IS TASK BASED LANGUAGE TEACHING?

• TBLT is an approach to teaching a second/foreign language that seeks to engage learners in interactive authentic language use by having them perform a series of tasks.

• It aims to both enable learners (1) to acquire new linguistic knowledge and (2) to proceduralize their existing knowledge.

TBLT Advocates

David Nunan

C. Candlin

• Students are free of language control.

• A natural context is developed from the students‘

experiences. with the language that is personalised and

relevant to them.

• Students’ needs dictate what will be covered rather than

a decision made by the teacher or the coursebook.

•Task based approach is a strong communicative approach

where students spend a lot of time communicating.

Activities are engaging, enjoyable and motivating.

• Students are free of language control.

• A natural context is developed from the students‘

experiences. with the language that is personalised and

relevant to them.

• Students’ needs dictate what will be covered rather than

a decision made by the teacher or the coursebook.

•Task based approach is a strong communicative approach

where students spend a lot of time communicating.

Activities are engaging, enjoyable and motivating.

Why Using Task-Based Approach?

THE RATIONALE OF TASK- BASED LEARNING

1. Theory of Language

Several assumptions about the nature of language can be said to underlie current approaches to task-based learning. These are:

o Language is primarily a means of making meaning

o Multiple models of language inform task-based learning.

o Lexical units are central in language use and language learning

o “Conversation” is the central focus of language and the keystone of language acquisition

2-Theory of Learning

Task-based learning shares the general assumptions about the nature of language learning underlying Communicative Language Teaching.

o Tasks provide both the input and the output processing necessary for language acquisition.

o Task activity and achievement are motivational.

o Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.

TBLT Design

Objectives:Objectives:As with other communicative approaches, goals in TBLT are determined by the specific needs of particular learners.The Syllabus:The Syllabus:Task –based syllabuses represent a particular realization of Communicative Language Teaching (Nunan1989). The designer conducts a needs analysis, which yields a list of the communicative tasks that the learners will need to carry out.

• Tasks are also used in CLT. However, they normally focus on a particular function or form of the language.

• In a task-based lesson, the teacher uses a wide variety of linguistic forms, the meaning of which is made clear by the context.

• The focus is on task completion instead of on the language used in the process.

• The main difference between PPP and task based learning: the focus on language form comes at the end.

• TBLT relies heavily on learners actively experimenting with their store of knowledge and using skills of deduction and independent language analysis to exploit the situation fully.

• Motivation for communication becomes the primary driving force. It places the emphasis on communicative fluency.

• Exposure to the language should be in a naturally occuring context.

Essential conditions for language learning

•Exposure to the target language

•Opportunities to use the target language for expressing meaning

•Motivation to engage with exposure and use what they know

there is a basic distinction between target ( real world) tasks and pedagogical tasks .

Types of Tasks:Types of Tasks:

1-A Task …is goal directed.

2-The participants choose the linguistic resources needed to complete the task.

involves a primary focus on meaning.

has a clearly defined outcome.

Tasks and the four language skills:

A common misunderstanding of task-based instruction is that it necessarily involves oral interaction.But tasks can be designed to develop any of the four language skills (listening, speaking, reading and writing).Many tasks are ‘integrative’ (i.e. involve more than one skill).

A common misunderstanding of task-based instruction is that it necessarily involves oral interaction.But tasks can be designed to develop any of the four language skills (listening, speaking, reading and writing).Many tasks are ‘integrative’ (i.e. involve more than one skill).

Role of the Teacher Role of the Teacher

Teacher & Students in TBLT

o Cooperate, Listen and respond to St needs.

o Decide what tasks to work on.o Decide when to try a new

task.o Correct and keep feedback

(analysis).o Help student monitor each

other.

Role of the Students: Role of the Students:

o Work individually or with the groups equally .

o Gather and organize information (report).

o Present results to others students and/or Instructor.

o Risk-taker and innovator.

ProcedureWillis (1996:56-57) recommends the following sequence of activities:

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 from a distance.

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.

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).

Pre-task

• This serves as an introduction to the topic and task. It may involve brainstorming, a pre-task, introduction of useful words and phrases, preparation time or listening to native speakers doing the task. New structures are not pre-taught.

The Task Cycle

a. Task• Learners begin by carrying out a

communication task, using whatever language they already have, in pairs or groups.

• A task is a goal-oriented activity in which learners achieve a real outcome.

In the literature on TBLT , several attempts have been made to group tasks into categories, as a basis for task design and description.

Willis (1996) proposes six task types:

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.

• Six main types of task: listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative tasks.

• Learners are free to choose whatever language forms they like to achieve the goal of the task. The emphasis is on meaning rather than form.

• The teacher monitors but doesn’t correct errors.

b. Planning• Having completed the task,

students prepare to report on the outcome. Now the emphasis is on organisation and accuracy.

• The teacher advises students on language and helps them correct any errors they make during this phase.

c. Report

• Some or all of the groups report briefly to the whole class.

• The others listen in order compare findings or conduct a survey. The teacher may rephrase but not correct the language.

d. Optional Post Task Listening

• This phase allows students to listen to native speakers to do the same task and to compare the language.

Language Focus

• Analysis : Learners focus on form and ask questions about language features.

• Practice: Teacher conducts activities based on the analysis work or examples from the text to transcript.

Pedagogic problems

Problem Solution1. Teachers often believe that TBLT is not possible with beginners.

Teachers need to understand that TBLT involves input-based as well as out-put based tasks and that it is possible to build up proficiency initially through a series of simple input-based tasks.

2. Students may be unwilling to risk communicating ‘freely’.

• Allow planning time• Learner-training.

3. Students will resort to communicating in their L1.

This is arguably not a problem; as

proficiency develops learners automatically begin to use more

of the L2.

4. Teachers may not fully understand the principles or TBLT or have the proficiency to teach ‘communicatively’.

More effective teacher training.

ConclusionsTask-Based Language Teaching addresses some of the ways students are changing

Any curriculum content can be taught through tasks . the key point is that the teacher usually will have to create their own worksheets or strategies!

The teacher must stay very active during a task- based lesson assisting students individually or as a group!

It emphasizes meaning over form but can also cater for learning form.

It is compatible with a learner-centred educational philosophy but also allows for teacher input and direction.

It caters to the development of communicative fluency while not neglecting accuracy.

It can be used alongside a more traditional approach.

In this lesson you will talk about your favourite drink and why you like it. You will interview your friends about t

Part 1: What’s your favourite drink? Interview your friends.

There are many popular drinks around the world. In your notebook, think of five ~ seven questions to ask about drinks. (Hint, What is your favourite drink, why do you like it?) Write your answers and then ask four friends. Write their answers in your notebook.

Scenario Work with five students . You are a waitress in a restaurant . Ask them what they want to drink and how do they prefer it …….

A table. A menu. A piece of paper and a pen .

Write the questions and the answers in your note book to share it with your class.

Let’s Talk: What’s your Favourite drink?

Part 2: Vocabulary

Find these words in the dictionary. Write the meaning in your notebook. Beans , loose, popular beverages.

Part 1: How do you like your drink???

Part 2: Analysis: