Task-based Language Teaching
TBLT
What is Task-Based Language Teaching?
“Task- Based Language Teaching (TBLT) refers to an approach based
on the use of tasks as the core unit of planning and instruction in
language teaching”
Task-based language learning, sometimes referred to Task-Based Instruction, ‘makes the performance of meaningful tasks central to the learning process’ (Harmer, 2007; 71). It is said by some to have derived from Communicative Language Teaching since it upholds several of the principles that this 1980s movement proposed. For example, Richard and Rogers summarise such parallels in this way:
- Activities that involve real communication are essential for language learning.
- Activities in which language is used for carrying out meaningful tasks promote learning.
- Language that is meaningful to the learner supports the learning process.
The primary focus of classroom activity is the task and language is
the instrument that the students use to complete it. The task is an
activity in which students use language to achieve a specific outcome.
The concept of a task being used in the classroom is not new; in fact,
teachers have been using tasks for hundreds of years. In the days of
grammar-translation, the task was a piece of translation often from a
literary source. In the 1950s, tasks could be seen in vocational
training practices. Nowadays when we think of tasks, projects for
producing posters, brochures, pamphlets, oral presentations, radio
plays, videos, websites and dramatic performances may come to mind.
The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons in which tasks are used as ‘extension’ activities as part of a graded and structured course. Nunan (1989; 10), however, defines a task as a ‘classroom activity which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.’
In task-based teaching, the tasks are central to the learning activity. TBLT is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. The activity must reflect real life and learners focus on meaning; they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks.
What is TBLT?
How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably not often enough.Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centred.Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.
If we can make language in the classroom meaningful therefore memorable, students can process language which is being learned or recycled more naturally.
Defining tasks
In order for us to understand TBL, we need to define what a task is. According to Willis, tasks can be real-life situations or have a pedagogical purpose. In both cases, a task should:
- provide opportunities for students to exchange information with a focus on meaning, not a specific form or pattern/structure;
- have a clear purpose: learners should know the outcome they are expected to produce when they finish performing the task. The outcome may vary. It might be making a YouTube video tutorial, finding a solution for a problem or writing an email requesting information;
- result in an outcome that can be shared with more people;
- relate to real world activities.
Task-based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.
Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks. In TBL an activity in which students are given a list of words to use cannot be considered as a genuine task. Nor can a normal role play if it does not contain a problem-solving element or where students are not given a goal to reach. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as company directors but must come to an agreement or find the right solution within the given time limit can be considered a genuine task in TBL.
Characteristics of TBLT:
- Students are encouraged to use language creatively and spontaneously through tasks and problem solving
- Students focus on a relationship that is comparable to real world activities
- The conveyance of some sort of meaning is central to this method
- Assessment is primarily based on task outcome
- TBLT is student-centered.
A model for the use of TBLT in the classroom.
- Pre-task activityan introduction to topic and task– in this stage the teacher introduces and defines the topic and the learners engage in activities that either help them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task
- Task cycle: Task > Planning > Report– Here the learners perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups. They then prepare a report for the whole class on how they did the task and what conclusions they reached
- Language Focusand Feedback– they present their findings to the class in spoken or written form. The final stage is the language focus stage, during which specific language features from the task are highlighted and worked on. Feedback on the learners’ performance at the reporting stage may also be appropriate at this point.
The main advantages of TBLT are that language is used for a genuine purpose, meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class, they are forced to consider language form in general rather than concentrating on a single form (as in the PPP model). Whereas the aim of the PPP model is to lead from accuracy to fluency, the aim of TBLT is to integrate all four skills and to move from fluency to accuracy plus fluency. The range of tasks available (reading texts, listening texts, problem-solving, role-plays, questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the learners.
Most modern day English classes are fairly eclectic, using a combination of various methods and approaches in everyday classes. But I challenge you to an experiment: Why not try using a TBLT approach in your class next year? Consider these areas:
- Whether task based learning is effective as a basis for a class
- Whether you can ‘take a back seat’ in class and make lessons more learner centred
- How learners feel at not being presented language items, do they still feel like they are being ‘taught’?
- If learners remained engaged throughout the lesson.
- Whether students did indeed use the target language when completing the task.
We encourage our teachers to use a TBLT approach, as our lesson aims tend to centre on students achieving a particular goal of communication, usually presented within the context of a task. Students are given a reason to speak in a real, meaningful, way. Having walked along the students, peering into the classrooms, I have indeed seen the concentration on students’ faces as they prepare a task, heard their laughter as they try out new vocabulary, felt the excitement as students discover and learn independently. TLBT is an intrinsic part of the MLA approach; why not make it a part of your classroom too.
Pre-Task
In the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, in the "weak" form of TBLL, the teacher may prime the students with key vocabulary or grammatical constructs, although this can mean that the activity is, in effect, more similar to the more traditional present-practice-produce (PPP) paradigm. In "strong" task-based learning lessons, learners are responsible for selecting the appropriate language for any given context themselves. The instructors may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.
The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.
Task
During the
task phase, the students perform the task, typically in small groups,
although this is dependent on the type of activity. And unless the
teacher plays a particular role in the task, then the teacher's role is
typically limited to one of an observer or counselor—thus the reason for
it being a more student-centered methodology.
The students complete a task in pairs or groups using the language
resources that they have as the teacher monitors and offers
encouragement.
In this stage of the TBL lesson, learners perform the task proposed. They are supposed to perform the task in small groups or pairs, and use their existing knowledge of language to express themselves in a spontaneous way. As the focus is communication, the teacher is not supposed to carry out extensive error correction at this stage, but should monitor and provide support.
When students finish performing the task, they need to plan how they are going to report it to the rest of the class or to other groups. They may rehearse and research the language necessary in order to share the outcome of what they had done.
Finally, students report the outcome of the task to other students.
Planning
Students prepare a short oral or written report to tell the class what
happened during their task. They then practise what they are going to
say in their groups. Meanwhile the teacher is available for the students
to ask for advice to clear up any language questions they may have.
Report
Students then report back to the class orally or read the written
report. The teacher chooses the order of when students will present
their reports and may give the students some quick feedback on the
content. At this stage the teacher may also play a recording of others
doing the same task for the students to compare.
Analysis
The teacher then highlights relevant parts from the text of the
recording for the students to analyse. They may ask students to notice
interesting features within this text. The teacher can also highlight
the language that the students used during the report phase for
analysis.
Practice
Finally, the teacher selects language areas to practise based upon the
needs of the students and what emerged from the task and report phases.
The students then do practice activities to increase their confidence
and make a note of useful language.
Post-task:
The post-task stage is when students evaluate their performance. This might be done by comparing the outcome of their task to that of a proficient user of the language. It can also involve feedback provided by the teacher and subsequent practice of language items that emerged from the task. It is important to stress that form-focused language work should be in response to students’ production. That means that the teacher will not teach a grammar lesson and expect that learners use that specific structure while performing the task, neither should the teacher work on a pre-selected language item in this phase of the lesson. This makes the role of the teacher as a monitor extremely important in TBL.
Task-based learning has some clear advantages
- Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.
- A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.
- The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.
- The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.
- It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.
- It is enjoyable and motivating.
Review
If learners have created tangible linguistic products, e.g. text, montage, presentation, audio or video recording, learners can review each other's work and offer constructive feedback. If a task is set to extend over longer periods of time, e.g. weeks, and includes iterative cycles of constructive activity followed by review, TBLT can be seen as analogous to project-based learning.The review stage includes a report, language focus and and a feedback.
Conclusion
PPP offers a very simplified approach to language learning. It is based
upon the idea that you can present language in neat little blocks,
adding from one lesson to the next. However, research shows us that we
cannot predict or guarantee what the students will learn and that
ultimately a wide exposure to language is the best way of ensuring that
students will acquire it effectively. Restricting their experience to
single pieces of target language is unnatural.
Other resources:
1-Teaching Approaches.
2-Methods for teaching.
3-Constructivism.
4-Problem-based learning method.
5-Inductive and Deductive method.
6-Mind-mapping.
7-CLT Method.
8-Discovery education.
9-Project-based learning method.
10-Brain-based learning.