Module 4, Task 3: The Basics of Task-Based Language Teaching
The Basics of Task-Based Language Teaching (60 minutes)
Introduction
Recently, there has been much talk about Task-Based Language Teaching (TBTL), a new approach to language instruction developed within the communicative framework. Numerous conferences have been devoted to this approach, researchers have explored how TBTL contributes to the process of second /foreign language learning and it has become part of many national curricula. Although there is a lot of theoretical information available about it, task-based language teaching is still a new concept for many teachers. The main purpose of this task is to help you understand the main principles underlying this instructional approach and the key elements required to create a task sequence, and to start your exploration of how you can implement it in your teaching context.
What is Task-Based Language Teaching? How does it differ from Communicative Language Teaching?
Think about these questions for a while. Write down you answer on a piece of paper before you start examining Module 4 materials. You will be asked to revisit your answers later.
Task-based language teaching (or TBLT) is the most recent subcategory of the communicative approach. It has many key principles in common with communicative language teaching as it promotes learner-centeredness and learner engagement with purposeful real-life tasks that emphasize communication and meaning. Like communicative approach, TBLT promotes implicit learning; however, TBTL also provides opportunities for intentional learning to speed up the learning process.
The creators of TBTL wanted to design a teaching approach in harmony with the language learning process. In Module 1, we learned that language learning is not linear: learners do not acquire language items one by one, in the order presented to them. Rather, they learn numerous things simultaneously and imperfectly (Nunan, 1998: 101). In contrast to the traditional teaching approach, which starts with the presentation of new language items followed by practice and production, in a task-based lesson students do tasks while the teacher monitors their performance, identifies what language they need and focuses on that language in the final stage of the task-based cycle. A task-based lesson is almost like a reverse of the typical presentation-practice-production lesson. While working on a task, students are primarily focused on meaning. However, in the last stage of the task-based cycle, students also focus on form. In this approach, focus on form is organically embedded in a meaning-based lesson; it occurs at the moment when the learner needs it most (that is, when s/he notices a gap in her/his knowledge). This is optimal for learning, because the instruction procedure follows the learner’s internal syllabus (Long 2015: 10-12). The TBLT framework offers far more opportunities for free language use than the presentation-practice-production lesson format (Willis 1996: 136).
What is a task?
Language educators frequently use the term ‘task’ to refer to various activities or exercises that students complete during a lesson or at home – practically any piece of work assigned to students can be called a ‘task’. In TBTL, this term is defined differently:
"The communicative task [is] a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right." (Nunan 1989: 10).
A task in TBTL has a number of defining characteristics:
- It has to engage the learner’s interest;
- It is primarily focused on meaning;
- It measures success in terms of non-linguistic outcome, rather than accurate use of language forms;
- It relates to real world activities (e.g. job interviews, reading instructions, etc.) or provides sufficient opportunities for learners to engage in real world meanings (e.g. expressing locations of objects). (Willis, Willis 2007:13)
Task-based lesson framework
Phase | Stage | Activity |
|---|---|---|
Pre-task | Introduction to | The teacher introduces the topic and explains the task. Students may brainstorm language they can use in the task. Students may listen to a recording or read a text. |
Task-Cycle | Task | Students do the task, in pairs or small groups The teacher monitors and encourages students, provides help if needed. |
Planning | Students prepare to report (orally or in writing) how they did the task, what they decided or discovered. The teacher acts as a language adviser, helps students to correct or rephrase their reports. | |
Report | Groups present their reports and compare results. The teacher acts as chairperson and gives feedback on content and form. | |
Post-task (language focus) | Analysis | Students examine and discuss specific features of the text or recording. The teacher brings useful words and language patterns to students’ attention. She may also focus on language items from the report stage. |
Practice | The teacher conducts practice of new words and patterns, either during or after the analysis. | |
Evaluation and reflection | The teacher asks students to reflect on the task cycle and say or write down how they felt about it and what they learned. |
Adapted from: Willis, 1996; Willis and Willis 2007.
Where is grammar in TBTL? Why is it addressed at the end of a lesson?
In their book “Doing Task-based Teaching” (2007), Dave and Jane Willis explain that TBTL is a meaning-focused approach, in which students are focused on communication. This approach is grounded in what we know about language acquisition – meaning is a starting point for language development, and form (grammar) develops from meaning. Grammar is not neglected in a task-based approach, but it is not the initial aim of the instruction. Students first focus on meaning, and then focus on form. Also, students focus on form during communicative interactions, rather than being presented with forms in isolation.
Go back to your answers. Would you change them now? What additional information would you include? Please spend some time reflecting on these questions. You may want to make notes as well - they will help you complete the quizzes for this Module and respond to the discussion questions.
References:
Bowen, T.1 “Teaching approaches: task-based learning”. Onestopenglish. http://www.onestopenglish.com/methodology/methodology/teaching-approaches/teaching-approaches-task-based-learning/146502.article Accessed on November 15, 2016.
Long, M.2 (2015) Second Language Acquisition and Task-Based Language Teaching. Malden: Wiley Blackwell.
Nunan, D.3 (1998) “Teaching Grammar in Context”. In: ELT Journal, 52/2, 101-109.
Nunan, D.4 (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Willis, D.5 (2010) “Doing Task-Based Teaching”. In: International House Journal of Education and Development, Issue 28. http://ihjournal.com/doing-task-based-teaching-2 Accessed on March 8, 2017.
Willis, D. J. Willis5 (2007) Doing Task-Based Teaching. Oxford: Oxford University Press.
Willis, J.6 (1996). A framework for task-based learning. Harlow: Addison Wesley Longman.
Willis, J.7 “Making time for task and still covering the syllabus”. Teaching English. July 2008. https://www.teachingenglish.org.uk/article/making-time-tasks-still-covering-syllabus Accessed on November 15, 2016.
1,2,3,4,5,6,7 This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your personal use, and do not use it after the course ends.
To cite this page:
World Learning. (2019). The Basics of Task-Based Language Teaching. In “Teaching Grammar Communicatively” [MOOC].
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