Task Based Language Learning
From the ICAL TEFL wiki
Contents |
The Theory
A task-based approach to language learning and teaching focuses on the use of authentic language and involves getting the students to do meaningful tasks using the target language (English). In current good practice this approach is recognized as an effective means of developing students’ language output and interaction.
The tasks are goal-oriented activities which have a clear purpose like: filling a form, visiting the doctor, making a complaint, asking for directions, etc.
In a Task Based Language Learning (TBLL) lesson assessment is primarily based on task outcome that is on the appropriate completion of tasks, rather than on accuracy of language forms.
It is widely acknowledged that TBLL as a method of instruction in the field of language acquisition encourages language fluency and increases students' confidence.
The Practice
In order to achieve optimum conditions for language acquisition, and thus provide rich learning opportunities to suit different types of learners, Jane Willis from Aston University (UK) recommends teachers break TBLL into three sections:
1. Pre-Task
2. Task Cycle
3. Language Focus
In the Pre-Task the teacher presents the task to the students by exploring the topic, highlighting useful words and phrases and generally helping the students understand task instructions and prepare. Part of a text, a recording or a video clip showing others doing a similar task may be used as a lead in to the task.
The Task Cycle consists of: Task > Planning > Report
- Task - students do the task, in pairs or small groups whilst the teacher monitors from a distance, encouraging but not correcting.
- Planning - students plan what to report to the whole class (how they did the task; what they decided or discovered, etc.) In this stage the teacher stands by to give language advice, if required.
- Report - The reports are presented to the whole class and results are compared. The teacher acts as a chairperson and then comments on the content of the reports. In this phase part of a text, a recording or a video clip showing others doing a similar task may be used to compare it with what the students presented.
The Language Focus has two aspects: Analysis and Practice
- Analysis - students examine and then discuss specific features of the text or transcript of the recording. They can enter new words, phrases and patterns in vocabulary books.
- Practice - the teacher conducts practice of new words, phrases, and patterns occurring in the data, either during or after the Analysis.
The Task-Based Syllabus
A task-based syllabus is based on a communicative language teaching approach.
Designing this type of syllabus involves first and foremost a needs analysis. Instead of basing the syllabus on a list of grammatical, functional and notional items, a needs analsys is conducted to identify the language functions, that is, the tasks that the students will need to accomplish outside the classroom, for example:
- Asking and Understanding Directions
- Completing a job application
- Ordering office supplies
- Checking into an hotel
Once the language functions have been identified, the teacher will need to determine the appropriate language targets, that is, the language and skills that the students will need to acquire in order to carry out those tasks.
Next the teacher will need to sequence the functions logically and in order of difficulty, and then create exercises designed to develop the required knowledge and skills for each function.
Language functions: the communicative requirements of the students or the reasons we use language – greeting, arguing, finding information, talking about future plans, etc.
Language targets: the language we need to accomplish the above. What we are going to teach so that the students can accomplish the tasks, for example: stationary vocabulary, imperatives, prepositions, modal verbs, etc.
External Links
Task Based Language Teaching and Learning a clear and simple resource site for all teachers interested in using Task Based Language Teaching as an approach to teaching whatever language you teach.
