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Task Based Learning - Presentation

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Eve Strange
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Task Based Learning - Presentation

Uploaded by

Eve Strange
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© © All Rights Reserved
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TASK-BASED

METHODS
Trinity TESOL Diploma
ISIS
Introduction to TBL
• N. Prabhu used this idea in India as a way of linking classroom
language learning to use in the world outside the classroom
through practical, everyday tasks. His belief was that language
can be learnt when students are focused on a non-linguistic task.
• Task-based learning re-orientates the lesson to being student-
centred so that the teacher’s role changes from that of instructor to
mentor. Since the task precedes and dictates the language focus,
teachers need to develop a set of skills to be able to deal with
language issues that arise spontaneously.
• This type of language learning requires full participation of the
students to be successful and they need to have life experiences
to draw on so tasks suitable for young learners are limited. In
addition, it does require a certain level of existing language ability
for students.
Theory of Learning
• Language learning takes place when non-linguistic task is
being performed. (Prabhu, 1987)
• Students focus on learning process as well as the
language itself.
• Also involves self-discovery technique.
Key Characteristics
• Student-centred learning.
• Meaningful, relevant, draws on students’ own world
experiences.
• Communication through collaborative working/problem
solving.
• Task completion comes before language practice.
• Language focus evolves from the outcome of the task.
• Fluency before accuracy.
What happens in the classroom
• Taken under consideration that the TBL forms part of the
communicative approach to teaching, the in-classroom
activities are based on a procedure that leads to a task
outcome rather than on the production of a certain language
structure (Harmer, J, 207, p.86).
• Furthermore, TBL is focused on a topic, during the study of
which one can use various grammar structures and
language forms (Willis, J., 1996, pp. 52-53).
• The stages of the lesson plan have the following Structure:
[1] Pre - Task Introduction to topic and task
[2] Task Cycle Task-Planning-Report
[3] Language Focus Analysis-Practice
(Willis, J., 1996, pp. 52-53 & Harmer, J., 2007 , p. 71)
Introduction to topic and task
The teacher explores the topic with the class and
[1] Pre-Task highlights useful words and phrases, helping students
to understand the task instructions.

Cycle Task-Planning-Report
The students perform the task in pairs or small groups
while the teacher monitors from a distance. The
students then plan how they will tell the rest of the class
[2] Task what they did and how it went and then they will report
on the task either orally or in writing, and/or compare
notes on what has happened.

Analysis-Practice
The students examine and discuss specific features of
any listening or reading text which they have looked at
for the task and/or the teacher may conduct some form
[3] Language Focus of practice of specific language features which the task
has provoked.

(Harmer, J., 2001 , pp. 71-72


What is a task?
• In Task-based Language Learning and Teaching. 2003, Rod Ellis
defines a task in the context of language learning as:

• A work-plan that requires learners to process language


pragmatically in order to achieve an outcome that can be
evaluated in terms of whether the correct or appropriate
propositional content has been conveyed. To this end, it requires
them to give primary attention to meaning and to make use of their
own linguistic resources, although the design of the task may
predispose them to choose particular forms. A task is an intended
to result in language use that bears a resemblance, direct or
indirect, to the way language is used in the real world. Like other
language activities, a task can engage productive or receptive,
and oral or written skills and also various cognitive processes.
TBL Activities and Ideas
• Ask students to give a short presentation on the life of a
famous figure of their choice
• Provide solutions to a problem
• Plan a trip or plan a day at a restaurant or organise a
party given a specific budget
• Dictogloss/re-narrating or re-writing a story
• Describing two pictures and/or finding similarities and
differences, etc.

(Harmer, J., 2007, p. 72 & Ellis, R., 2003, p. 10)


Aims of a TBL Lesson
The main aim of the TBL is to improve
learners competence and ability to
express themselves in the language task
given and as a result in real life
situations and therefore a TBL requires
students to work in pairs and groups too
(Ellis, R., 2003, p. 10).
The importance of Feedback
The teacher provides students with feedback
only when the task has been completed, the
teacher discusses the language that was used
and makes corrections and adjustments
(Harmer, J., 2007, p. 71).

Furthermore, after feedback students have the


opportunity to perform correctly the task with
another partner or with another group (Ellis, R.,
2003, p. 10).
Criticisms
• Use is limited for beginner/younger learners.
• There is perhaps a focus on meaning over form in ‘strong’
TBL practices.
• TBL practices may be divergent from exam
orientated/course-book syllabi. TBL may require specialist
curricula and timetabling.
• There has been some debate about TBL and the level of
learner it applies to successfully: i.e. Is TBL appropriate for
beginner learners? (See Ellis, 2003)
• Dogme radicalises the conception of task as a ‘naturalised’
modus operandi through a concern for contextualising
locations etc. This raises the question more generally of
what is meant by artificial/natural communication for ESL.
Criticisms
• Task is understood to be prescriptively formal in the language it uses
and overly concerned with work authenticity over activity forms
related to e.g. play/song
• TBL has been criticised for being more concerned with fluency than
accuracy: P. M Lightbrown & N. Spada write: Despite good ‘listening,
comprehension, fluency and communicative confidence’, students
‘have problems with linguistic accuracy and complexity’. (P177, How
Languages are Learned, 2013). They continue however, that added
focus in task based activity to ‘form-meaning relationships’ by the
introduction of alternative ways of expressing practical suggestions,
requests, etc. found that during the learners review stage they had
self-corrected or became more accurate. ‘Leaving the class to focus
on meaning content’. (See P183, How Languages are Learned).
Lightbrown and Spada have also analysed a wide sample of
approaches to English Language learning and conclude that:
Bibliography
• Ellis R. (2003). Task-based Language Learning and
Teaching, Oxford Applied Linguistics, Oxford University
Press
• Harmer Jeremy (2007). The Practice of English Language
Teaching, 4th Edition, Essex: Pearson Education Ltd
• Willis Jane (1996). A Framework for Task-Based Learning,
Longman, 1996

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