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Task-Based Language Teaching

The document discusses task-based language teaching and addresses some common problems teachers encounter. It provides guidelines for determining how task-like an activity is by asking questions about meaning, outcomes, and real-world relevance. Some frequently asked questions by teachers concern time pressures, learner attitudes, use of first language, and integrating grammar. Solutions proposed include using class time for communicative tasks, setting preparatory work as homework, and adapting textbook activities by adjusting goals, preparation time, interaction patterns, and follow-up activities. Effective task design involves sequences of priming, target tasks, and form-focused feedback.

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2K views

Task-Based Language Teaching

The document discusses task-based language teaching and addresses some common problems teachers encounter. It provides guidelines for determining how task-like an activity is by asking questions about meaning, outcomes, and real-world relevance. Some frequently asked questions by teachers concern time pressures, learner attitudes, use of first language, and integrating grammar. Solutions proposed include using class time for communicative tasks, setting preparatory work as homework, and adapting textbook activities by adjusting goals, preparation time, interaction patterns, and follow-up activities. Effective task design involves sequences of priming, target tasks, and form-focused feedback.

Uploaded by

Lo
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as PDF, TXT or read online on Scribd
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Task-based Language Teaching: teachers solutions to problems encountered

Jane Willis Honorary Visiting Fellow, Aston University Identifying tasks: not Is this a task? but How task-like is it?
We can determine how task-like a given activity is by asking the following questions. The more confidently we can answer yes to each of these questions the more task-like the activity. a) b) c) d) e) Does the activity engage learners interest? Is there a primary focus on meaning? Is there an outcome? Is success judged in terms of outcome? Is completion a priority? Does the activity relate to real world activities?

These criteria do not constitute a watertight definition of what constitutes a task, but they will provide us with guidelines for the design of activities which are task-like in that they involve real language use. (Dave Willis & Jane Willis Doing Task-based Teaching OUP(2007).

Seven types of task:


Listing, Ordering & Sorting (sequencing, ranking, classifying), Matching, Comparing, Problem solving, Sharing personal experiences, Projects and creative tasks.

Frequently asked questions concern:


time pressures (lack of time to design tasks and do them in class), learners attitudes and motivation, use of L1, integrating grammar, perceptions of progress, fear of losing control of class or language

Making time for tasks in class: some solutions


Use class time for experience of real language in use that learners might not get outside class, especially spontaneous spoken interaction. Out of class: some text book activities are best done at learners own pace set these for homework, to be checked quickly at start of next lesson. Get learners to: prepare topic and task related vocabulary at home prior to the task do form-focused exercises (grammar, vocabulary) for homework do the listening / reading and follow up activities in their own time

Encourage independent vocabulary learning and out of class projects / surveys.

Adapt text-book activities - four parameters you can adjust:


1 Goal / outcome Make sure the final goal / outcome is clear to students; break it down into stages (with opportunities for exposure and output) so learners know (precisely) how to achieve it. Put in extra steps for a lower level class. 2 Pre-task preparation time Individual learners can think ahead how to do the task (strategic planning) and plan the language they need. This helps to stimulate engagement. But sometimes let them do a task without preparation, spontaneously (involves different skills). 3 Interaction patterns: individuals, pairs, groups, whole class. Plus or minus individual roles: chairperson, spokesperson, secretary, editor, language advisor. 4 Post-task activities planning and giving a report of the task reflecting & repeating the task with other partners comparing recordings of task done by others form focused study, noting useful words, phrases and patterns learners recording themselves summarising or repeating the task reflecting and evaluating on the process.

Task Sequences
Priming & preparation (mini tasks) >> Target task (s) & Planning & Report >> Form focus (Such sequences provide exposure (input), chances to use language (output) and analyse form.)

Task-based teaching: some principles


Aim at richer interactions in class focus on meaning first, form later Use your text-books flexibly: bend them, taskify them Explore what happens when you use tasks: get learner feed-back Collaborate with your colleagues collaboration is the key. The text-books used to illustrate my talk were: Face2Face Pre-intermediate, Chris Redston and Gillie Cunningham. 2005 CUP; Natural English Intermediate, Ruth Gairns and Stuart Redman. 2002 OUP; Face2Face Elementary, Chris Redston and Gillie Cunningham. 2005 CUP; New Headway English Course Beginners. Liz and John Soars. 2000 OUP; Inside Out Intermediate, Sue Kay and Vaughan Jones. 2000 Heinemann Macmillan; New Cutting Edge Elementary, Sarah Cunningham and Peter Moore with Frances Eales. 2005 Longman.

Further Reading on TBL and References


On how people learn languages (in and out of classrooms): Lightbown, P. and Spada N. (2004) How Languages are Learned Oxford: Oxford University Press. Williams, J. (1995). Focus on form in communicative language teaching: Research Findings and the classroom teacher. TESOL Journal, 4(4),12-16. On applying and researching a TBL approach, designing tasks, integrating grammar to TBLT, and exploring task-based interaction: Edwards, C. and J. Willis (eds) 2005. Teachers Exploring Tasks in ELT. Palgrave MacMillan. Prize winner - British Council ELT Innovations Awards 2006 Willis D. 2003. Rules, Patterns and Words: Grammar and Lexis in English Language Teaching. Cambridge University Press Willis, D. and Willis, J. (due March 2007) Doing Task-based Teaching OUP Willis, J. and Willis, D. (1996). (Eds.). Challenge and change in language teaching. Oxford: Heinemann/MacMillan ELT. Willis, J. (1996). A framework for task-based learning. Harlow, U.K. Longman Addison- Wesley. More books and articles about Task-based Learning Bygate M. P. Skehan and M. Swain (eds) 2001. Researching Pedagogic Tasks: Second language learning, teaching and testing Ellis R. 2003. Task-based Language Teaching and Learning. Oxford, OUP Estaire S. and J. Zanon, 1994. Planning Classwork: a task-based approach. Oxford: Macmillan Heinemann Foster P. 1996. Doing the task better: how planning time influences students performance. In Jane Willis & Dave Willis (eds) Challenge and Change in Language Teaching. Heinemann pp17-30 Leaver B.L. & J. Willis, (eds) 2004. Task-based Instruction in Foreign Language Education: practices and programs. Washington DC, Georgetown University Press. (See Chapter 1 for an overview of TBL perspectives and practices). Littlewood, 2004. The task-based approach: some questions and suggestions in ELT Journal Volume 58/4:319-326. O U P Prabhu N.S. 1997 Second Language Pedagogy. Oxford University Press Ribe R.1997. Tramas creativas y aprendizaje de lenguas: prototipos de tareas de tecera generacion Universitat de Barcelona Skehan P. 1996. Second language acquisition research and task-based instruction. In Jane Willis & Dave Willis (eds) Challenge and Change in Language Teaching. Heinemann pp17-30 2002. A non-marginal role for tasks in ELT Journal Volume 56/3:289295Oxford University Press

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