Task-based
language learning
From Wikipedia, the free
encyclopedia- Retrieved August 10th- 07 pm
Task-based language
learning (TBLL), also known as task-based
language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic
language and on asking students to do meaningful tasks using the target
language. Such tasks can include visiting a doctor, conducting an interview, or
calling customer service for help. Assessment is primarily based on task
outcome (in other words the appropriate completion of tasks) rather than on
accuracy of language forms. This makes TBLL especially popular for developing
target language fluency and student confidence.
Two early applications of a task-based approach within a communicative
framework for language teaching were the national Malaysian Communicational
Syllabus in 1975 (Richards and Rodgers 2001 p.223) and the Bangalore Project
(Beretta and Davies 1985; Prabhu 1987) both of which were relatively
short-lived. Prabhu noticed that his students could learn language just as
easily with a non-linguistic problem as when they were concentrating on
linguistic questions. Major scholars who have done research in this area
include [{Rod Ellis},[Teresa P. Pica] and [Michael Long}].
According to Jane Willis,
TBLL consists of the pre-task, the task cycle, and the language focus.[1] The components of a Task are: 1 Goals
and objectives 2 Input 3 Activities 4 Teacher role 5 learner role 6 Settings
Types
of task
Task-based
learning is advantageous to the student because it is more student-centered,
allows for more meaningful communication, and often provides for practical
extra-linguistic skill building. As the tasks are likely to be familiar to the
students (e.g.: visiting the doctor), students are more likely to be engaged,
which may further motivate them in their language learning.
Additionally,
tasks promote language acquisition through the types of language and
interaction they require. Although the teacher may present language in the
pre-task, the students are ultimately free to use what grammar constructs and
vocabulary they want. This allows them to use all the language they know and
are learning, rather than just the 'target language' of the lesson.[5] On the other hand, tasks can also be
designed to make certain target forms 'task-essential,' thus making it
communicatively necessary for students to practice using them.[6] In terms of interaction, information
gap tasks in particular have been shown to promote negotiation of meaning and
output modification.
Retrieved August 11th, 2012- 07 pm
In
recent years a debate has developed over which approaches to structuring and
planning and implementing lessons are more effective.
·
Present Practise Produce
·
The problems with PPP
·
A Task-based approach
·
The advantages of TBL
·
Conclusion
Present Practise Produce (PPP)
During
an initial teacher training course, most teachers become familiar with the PPP
paradigm. A PPP lesson would proceed in the following manner.
·
First,
the teacher presents an item of language in a clear context
to get across its meaning. This could be done in a variety of ways: through a
text, a situation build, a dialogue etc.
·
Students
are then asked to complete a controlled practice
stage, where they may have to repeat target items through choral
and individual drilling, fill gaps or match halves of sentences. All of this
practice demands that the student uses the language correctly and helps them to
become more comfortable with it.
·
Finally,
they move on to the production stage, sometimes called the 'free practice'
stage. Students are given a communication task such as a role play and are
expected to produce the target language and use any other
language that has already been learnt and is suitable for completing it.
The
problems with PPP
It all
sounds quite logical but teachers who use this method will soon identify
problems with it:
·
Students
can give the impression that they are comfortable with the new language as they
are producing it accurately in the class. Often though a few lessons later,
students will either not be able to produce the language correctly or even
won't produce it at all.
·
Students
will often produce the language but overuse the target structure so that it
sounds completely unnatural.
·
Students
may not produce the target language during the free practice stage because they
find they are able to use existing language resources to complete the task.
A
Task-based approach
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.
·
Pre-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: The students complete a task in pairs or groups using the language
resources that they have as the teacher monitors and offers encouragement.
·
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.
The
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 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.
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.
For
more information see 'A
Framework for Task-Based Learning' by
Jane Wills, Longman; 'Doing
Task-Based Teaching' by Dave
and Jane Willis, OUP 2007.
Also see
www.willis-elt.co.uk
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