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Educación, Formación Profesorado
Mié, 17 Feb 2010

Task-based Learning

Hi, and very welcome. In this section, we will be talking about Task-Based Learning and its implications in the classroom. For more information on this topic you can visit the sites included in the bibliography; there you will find good articles and web pages related to teaching matters that will help you improve and update your knowledge and complement the ideas exposed here.
This time we would like to start with a very interesting and controversial topic: Task-based Learning. and its effects in teaching and learning processes. The rise of TBL has led to a variety of different interpretations of what exactly constitutes a «task» (e.g. Willis, 1996; Long, 1985; Breen, 1987). However, what all these proposals have in common is that they see ‘tasks’ as being the main element in a language program,  and accept the view that curricula should be learner-centered, as well the need to engage learners in communicative syllabus .

  • What is TBL?

Originally developed by N Prabhu in Bangladore, southern India, it is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed. The students start with the task. When they have completed it, the teacher draws attention to the language used, making corrections and adjustments to the students’ performance.

Task- based learning has been considered state-of-the-art teaching, reminding us of the evolution of Second language teaching and learning beliefs. We invite you to watch the following video.

  • What is a task?

‘Task’ is the central part of TBL lesson proposing students a determined problem or procedure which has to be carried out successfully to reach a mutual goal.  Many authors have given different definitions of a task , for example, Richards, Platt and Weber (1986) define it like this: «an activity or action which is carried out as the result of processing or understanding language.» However, a ‘task’ is more complex than that, actually a task must have the following features:
1.A task is goal-directed and involves a primary focus on meaning.
2. A task involves some kind of gap.
3. A task involves real-world processes of language use.
4.The participants choose the linguistic resources needed to complete the task.
5.A task has a clearly defined communicative outcome

  • Designing a task

Designing a task can be quite hard if we do not have the right criteria. Here is an adapted checklist given by Candlin (1987). A good task should…

  1. have objectives that match the communicative needs of learners.
  2. require input from all learners regarding their different learning styles.
  3. allow for different modes of participation and solutions.
  4. be challenging but not threatening.
  5. ensure cost-effectiveness and a high return on investment.

Below there is a table which provide the design features of a task (Willis, 1996):

Design feature Description
Goal The purpose of the task.
input The information supplied by the task.
Conditions The way in which the information is presented.
Procedures The methodological procedures.
Predicted outcomes The results and the linguistic processess
  • Types of tasks
  1. Listing and/or brainstorming. Learners can list people,things, places,things to do in certain circumstances, etc. Example: Work in small groups and write a list of five places people should visit in your country. Decide on a reason for including each place.
  2. Ordering and sorting. Learners can classify, rank or sequence.Example: Look at the list of places they wrote and rank them from most popular to least popular. Be ready to justify your answer.
  3. Matching. They can match captions. texts, recorded extracts to pictures, headlines to longer texts.Example: Read the texts that describe differnt places and match them to the pictures. Then tell your partner how you did it.
  4. Comparing. These types of tasks can be based on two similar pictures or texts or learners can compare their work with that of another learner or group.Example: Compare the list of places that you created with the list of another group, tell them why you chose these places. Can you find place in common? Combine your lists but keep them to five places.
  5. Problem-solving. At designing this type of task, we have to consider a specific context and give students the details of the problem so we can ensure that there would be meaningful interaction. Sometimes students tend to  agree on the first solution that come to their minds and little discussion takes place.
  6. Sharing personal experiences and storytelling. These tasks are very good at motivating students as they provide them with an opportunity to share their personal insights and lives. However, we must ensure we provide them with a clear goal and precise instructions to maximise interaction.
  • Stages

In task-based learning, the tasks are central to the learning activity.  In A Framework for Task-Based Learning, Jane Willis presents a three-stage process:

  1. Pre-task: Introduction to the topic/task. The teacher introduces and create interest in doing the task, and activates topic-related words, phrases and target sentences that will be useful in carrying out the task and in the real world.
  2. Task cycle – Task planning and report: Students work in pairs or groups and use linguistic resources to achieve the goals of the task. Then, they work with the teacher to improve their language while planning their reports of the task.
  3. Language focus – Analysis and practice: Some of the specific features of the language, which occurred naturally during the task, are identified and analyzed. After the analysis activities, this phase may also contain a practice stage in which the teacher conducts practice of the new word, phrases.
  • Redesigning non-task-based materials

Good traditional material and activities can be adopted. Actually, TBLT does not require a teacher to learn new teaching techniques. It is not a new method, but a new approach, based on familiar techniques. However, when adapting, we have to face two challenges:
1) locating and designing goal-oriented communicative tasks:

Traditional activity Task
  • Clerk: Decide on a price for each item. Answer the customer’s questions.
  • Customer: Ask the clerk how much each item costs. Say if you want to buy it.
 Group A: You are store clerks. Answer the customer’s questions. Your goal is to be the first clerk to sell his or her merchandise and make more money than the other clerks.Group B: You are customers. You have $75. You must buy the items on your shopping list. Different clerks are selling the same kinds of items for different prices. Ask the clerks for the price of the items you have to buy. Decide which ones you want to buy.

2) designing post-task language focus phases.

A traditional activity A task
a standard grammar box presentation of yes/no questions with be followed by a fill-in-the-blank exercise A standard grammar box presentation of yes/no questions with be followed by ‘get to know your classmates’ task. It will help students to analyse the structures since yes/ no questions are included not only the verb to be but also with do and does.
  • Task-based assessment

Once an outcome has been achieved, the next step is to assess. As it is necessary to look at pronunciation, vocabulary and grammar, the teacher may judge whether the learners have achieved an «acceptable» level for the task, communicatively speaking. Here is a suggested procedure:

Step 1

Was the task appropriately completed? Would the outcome be reasonably recognizable by an «average» native speaker of English as an example of its «type»?

Yes (pass) No (fail)

Step 2

If «yes,» how good was it? Read the descriptors below and assign a grade from 6 to 10.

If «no,» were there at least some redeeming qualities? Assign a grade from 1 to 5.

Example scoring criteria for a pass:

10 No grammar mistakes worth mentioning. Vocabulary use was very appropriate. Pronunciation was exceptionally clear. Speech was remarkably smooth and fluent. Gestures, facial expressions and manner were always appropriate and natural.
 
9 Some small grammar, vocabulary or pronunciation mistakes. However, speech was still very smooth and easy to understand. Gestures, facial expressions and manner were appropriate and natural.
 
8 Some noticeable grammar, vocabulary or pronunciation difficulties. However, overall speech was easy to follow and understand. Gestures, facial expressions and manner were generally appropriate.
 
7 Occasional serious difficulties with grammar, vocabulary or pronunciation. Speech was not always smooth and clear, but quite understandable. Did not revert to first language. Gestures, facial expressions or manner may have been somewhat distracting.
 
6 Serious difficulties with basic grammar, vocabulary or pronunciation. Speech was not always clear. Required some support from the listener. Reverted to first language on occasion. Gestures, facial expressions or manner were often distracting; nevertheless, generally understandable.

Example scoring criteria for a fail:

5 Serious difficulties with basic grammar, vocabulary or pronunciation. Required considerable support and patience from the listener. Often reverted to first language; nevertheless, short sections of the speech could sometimes be understandable.
 
4 Serious difficulties with basic grammar, vocabulary or pronunciation. Required considerable support and patience from the listener. Often reverted to first language. Understandable only to a very sympathetic listener familiar with the student’s first language, such as a teacher.
 
3 Did not display an ability to use basic grammar structures. Spoke in two- or three-word utterances using basic, but appropriate vocabulary. Used other means to support speech, including relying very heavily on first language. Difficult to understand even for a very sympathetic listener; nevertheless, displayed some noteworthy quality, such as an understanding of storytelling conventions.
 
2 Did not display an ability to use basic grammar structures. Spoke in two- or three-word utterances using only basic vocabulary. Used other means to support speech, including relying very heavily on first language. Extremely difficult to understand, even for a very sympathetic listener.
 
1 Could not be understood beyond basic set expressions such as «How are you?» Made only single-word utterances, if any at all.
  • Conclusion

Despite the popularity of  TBLT, there are still many problems to apply it to daily teaching. Some teachers do not fully understand what TBL is, and to make matters worse, there are just few genuinely task-based textbooks on the market. Therefore, the only alternative open to many teachers who wish to use a task-based approach is to adapt the materials found in traditional textbooks to fit the principles and procedures of TBLT.

We invite you to explore and discover new ways to teach your students, fostering  creativity, responsability and autonomy for their learning.

Best wishes,

Autores: Dora Karina Abad Choquehuanca

Paulina Betzabel Chacón Acuña

Mónica Elena Quispe Torres

  • Bibliography/Webliography

Task-based Learning framework

  1. Ellis, R (2003).  Task-based Language Learning and Teaching. Oxford: Oxford University Press
  2. http://www.slideshare.net/victorgaogao/on-task-based-learning-lesson-design
  3. http://www.pearsonlongman.com/teaching-tips/task-based-learning.html
  4. http://iteslj.org/Techniques/Rooney-Task-Based.html
    http://140.119.174.90:8080/rodellis/handout/Topic1handout-Whatisatask.pdf
  5. http://www.asian-efl-journal.com/Sept_06_re.php
  6. http://books.google.com.pe/books?id=coO0bxnBeRgC&printsec=frontcover&dq=task+based+learning&cd=1#v=onepage&q=&f=false
  7. http://www.asian-efl-journal.com/Sept_06_dn.php
  8. http://www.teachingenglish.org.uk/think/articles/six-types-task-tbl
    http://www.etlc.ntust.edu.tw/data/090425/TBL_presentation.pdf
  9. http://www.widgets-inc.com/teacher/tblt.php
  • Further reading:Task-based Learning lesson plans
  1. http://www.onestopenglish.com/section.asp?docid=144974
  2. http://www.willis-elt.co.uk/taskbased.html
  3. http://www.tblt.net/free-lesson-plan/
  4. http://www.scribd.com/doc/6434611/Plan-2-TaskBased-lesson-Draft2-M-Perez