Task-based LanguageTeaching

Task-based Language Teaching

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Task based language teaching by Xiomara Molina - Issuu

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”

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.

This method encourages meaningful communication

and is student-centered. 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

Defining tasks

In order for us to understand TBL, we need to define

what a task is.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.

Stages of TBLT

Pre-Task

The pre-task phase of a TBL lesson is the moment

when the teacher sets the task, contextualizes the

topic of the lesson, raises students’ interest and

prepares learners to perform the task. When

preparing students to perform a task, teachers

might need to help students with both content and

language.

This can be done by activating students’ general

knowledge on a certain topic and by helping students

anticipate the type of language they will need to

perform the task proposed. It is extremely important

that students understand the objectives of the task

during this phase.

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 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.

Teaching approaches: task-based learning | Article | Onestopenglish

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.

Advantages of 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

practicing one pre-selected item.

A natural context is developed from the students'

experiences with the language that is personalized

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-centered by comparison.

It is enjoyable and motivating.

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.

Task-based languageTeaching

What is Task-Based Language Teaching?

Pre-Task

Task