Task-Based

learning

Hello!Ashwaq Naif Almuqati

Shaqra University

aalmqati@su.edu.sa

Moustafa M. Shalabi

Awang Had Salleh School of Graduate Studies

University Utara Malaysia, mustafa.shalabi1970@gmail.com

Task-Based LanguageTeaching

(TBLT)

12

34

Defining “Tasks”5

Teacher’s role67 Student’s role

89

1011

“Introduction

Task-based learning is an alternative approach tocommunicative language teaching because a taskinvolves a primary focus on meaning, real-worldprocesses of language use and any of the fourlanguage skills.

Introduction😉 Teaching efficiency is improved when the learnersand their learning are the focus of attention instead ofthe teacher.😉 It is a communicative approach😉 The aim of TBL is to integrate all four skills and tomove from fluency to accuracy plus fluency.

BACKGROUND

📌 Language is primarily a means of making meaning.

📌Multiple models of language inform TBI: structural,

functional and interactional models of language.

📌 Lexical units are central in language use and

language learning.

📌 “Conversation” is the central focus of language and

the keystone of language acquisition.

Theory of language

📌 Tasks provide both the input and output

processing necessary for language acquisition.

📌 Task activity and achievement are motivational

📌 Learning difficulty can be negotiated and fine-

tuned for particular pedagogical purposes

Theory of learning

““A piece of classroom work that involvelearners in comprehending, manipulating,producing, or interacting in target languagewhile attention is focus on meaning ratherthan form. The task should also have a sense ofcompleteness, being able to stand alone as acommunicative act in its own right with abeginning, a middle and an end.”

(Nunan, 2004)

““Any approach to language pedagogy willneed to concern itself with three essentialelements: language data, information, andopportunities for practice”,

David Nunan

“What is task?

““A task is an activity where the target language is used by

the learner for a communicative purpose (goal) in order to achieve an outcome.”

“ A task is a piece of work that must be done, especially one that is difficult or that must be done regularly.”

(Longman English Dictionary)

(Willis, 1996)

“ A task is to give someone the responsibility for doing something.”

(Longman English Dictionary)

“ A task is any activity that learners engage in to process of learning a language.”

(Williams and Burden, 1997:168

“In contrast, exercises are activities that call for primarily form-focused language use. “

(Ellis, 2003)

Why Using Task-Based Approach

TBLT- Engaging Your Students

“ Students may not produce the target language during the free

practice stage because they find they are unable to use

existing language resources to complete the task”.Richard Frost

The TBL framework supports these conditions in a classroom environment.

Teacher Roles

SELECTOR AND SEQUENCER OF TASKS:

A central role of the teacher is in selecting, adapting and/or creating the tasksthemselves and then forming these into an instructional sequence in keeping withlearner neeeds, interests and language skill level.

PREPARING LEARNERS FOR TASKS:

Activities might include topic introduction, clarifying task instructions, helpingstudents learn or recall useful words and phrases to facilitate task accomplishmentand providing partial demonstration of task procedures.

Learner Roles

Primary roles that are implied by task work are:

GROUP PARTICIPANT: many tasks will be done in pairs or in small groups.

MONITOR: in TBL, tasks are not employed for their own sake but as a means of facilitating learning. Class activities have to be designed so that students have the opportunity to notice how language is used in communication.

RISK-TAKER AND INNOVATOR: many tasks will require learners to create and interpret messages for which they lack full linguitic resources and prior experience. The skills of guessing from linguistic and contextual clues, asking for clarification and consulting with other learners may also need to be developed.

Jane WillisShe teaches at Aston University, UK, on their new modularMasters in TESOL/TESP. Her books include Teaching EnglishThrough English (Longman), Challenge and Change in LanguageTeaching (with Dave Willis, Heinemann), and A Framework forTask-based Learning (Longman).

Procedure

Sequenceofactivities

Pretask The task cycle

The language

focus

Pretask

Instr

uctions t

o t

opic

a

nd

ta

sk

The focus is on the topic

There are new structures introduced

Instructions to do the task are given

TBLT

The task cycle

Task planning Report Post task listening

TBLT

The language focus

Analysis

• Students are given an opportunity to reflect and analyse the new language which has emerged through the task.

Practice

• Students put the language acquired into practice.

The Frame

work of

TBLT

Advantages1. 1. TBL is applicable and suitable for students of all ages and background.

2. 2. Students will have a much more varied exposure to language with TBL.

3. 3. Students are free to use whatever vocabulary and grammar they know,

rather than just the task language of the lesson.

4. 4. Allows meaningful communication.

5. 5. Students will be exposed to a whole range of lexical phrases,

collocations and patterns as well as language forms.

6. 6. Encourages students to be more ambitious in the language.

Disadvantages1. TBI requires a high level of creativity and initiative on the part

of the task.

2. TBI requires resources beyond the textbooks and related

materials usually found in language classrooms.

3. TBI is not teacher-centered and it requires individual and

group responsibility and commit mention the part of students.

4. There is a risk for learners to achieve fluency at the expense

of accuracy.

Thanks!Any questions?You can find us at

aalmqati@su.edu.sa

mostafa.shalaby1970@gmail.com

📖 David Nunan,Aspects of Task-Based Syllabus Design, The English Centre, University of HongKong, December 2001.📖 Teaching English through a task-based approach. Jane Willis, 2002.📖 Richard Frost British Council, BBC World Service, 2006 .

📖 Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.📖 Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.📖 Harmer, J. (1998). How to teach English: An introduction to the practice of English teaching.Essex : AddisonWesley Longman Limited.

📖 Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.📖 Jost, N. (2003). Issues in Task-based Language Instruction.📖 JALT Conference Proceedings. Tokyo : Association for Language Teaching.📖 Willis, J. (1996). A framework for task-based learning. Essex : Addison Wesley LongmanLimited.

References