I insist! And mind this! I won´t give up!

Here are some on line pubblications on the Task Based Apprach to learning. PLEASE, read this and everything else available on the syllabus, the class notes, Google docs; and the blog BEFORE putting names to the methodologies selected.

Please, don´t get me wrong; I am not saying that you are not allowed to use any methodology that you honestly think will work with your sts, to help them learn the language in a way which reflects what the national and regional curriculum for the teaching of foreign languages sates. What I am saying is that you need to be informed and use and/or adapt  the methodologies and approaches taking into account their foundations. If you aim  at  developing new approaches and methodologies give them new names; but do not exchange names of the ones that already exist.

Task-based language learning

From Wikipedia, the free encyclopedia- Retrieved August 10^th- 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

Some kinds of task are commonly used in task-based language learning. These include dictogloss^[4] and information gap activities.

[edit]Advantages

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.

From: http://esol.britishcouncil.org/methodology/task-based-approach

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