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Table of content

PART 1: INTRODUCTION

1.1 Rationale for the study

1.2 Aims and objectives of the study

PART 2: LITERATURE REVIEW

2.1. Task and task-based teaching

2.1.1. Definition of task and task-based teaching

2.1.2. General principles and characteristics of task-based learning

2.1.3. Task types

2.1.4. Framework

2.1.5. Teacher and learner roles in TBI

2.2. Using TBI in English speaking lessons

2.2.1. The advantages of using TBI in English speaking lessons

2.2.2. Sample of an English speaking lesson used TBI

PART 3: APPLICATION OF TASK-BASED INSTRUCTION IN SPEAKING

LESSONS AT NGUYEN TAT THANH HIGH SCHOOL

3.1. Observation of an English speaking lesson used TBI in class 10D12

at Nguyen Tat Thanh High school

3.2. Groups comments and suggestions for better lessons

PART 4: CONCLUSION

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REFERENCEShttp://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-

TBL.htm

http://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdf

PART 1: INTRODUCTION

1.1 Rationale for the study

We were really interested in Task-based Instruction (TBI) after attending the

teachers lecture. This approach gives learners natural sources of meaningful

material, ideal situations for communicative activity, and supportive feedback for

much greater opportunities for language use. Specially, this is where learners are

limited in their accessibility to use the target language on a daily; it is first of all

necessary for language learners to be provided with real opportunities to be

exposed to language use in the classroom. As the students of University of

Language and International Study, in the role of teachers of English in the future,

we find it beneficial to get a deep grasp of this approach. This method can be

applied in English skills effectively, especially in speaking lessons.

1.2 Objectives of the study

Firstly, we have done this research in order to find out the advantages of using TBI

in language teaching in general and in English speaking lessons in particular.

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Secondly, we would like to recommend some suggestions to make a better English

speaking lesson with TBI.

In brief, the study concentrates on answering the following questions:

1. What are the advantages of using TBI in English speaking lessons?

2. What does an English speaking lesson for grade-10 students at Thuong Cat

high school look like?

3. What are the suggestions to build a better English speaking lesson used TBI?

1.3 Glossary of key terms

1: Task: A tasktask is an activity where the target language is used by the learner for

communicative purpose (goal) in order to achieve an outcome. Willis (1996)

2: Task-based instruction: Task-based instruction (TBI) is an approach which

offers students material which they have to actively engage in the processing of in

order to achieve a goal or complete a task. Much like regular tasks that we perform

everyday such as making the tea, writing an essay, talking to someone on the

phone, TBI seeks to develop students interlanguage through providing a task and

then using language to solve it

PART 2: LITERATURE REVIEW

2.1. Task and task-based teaching

2.1.1. Definition of task and task-based teaching

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2.1.1.1. Task

Smith

Task also refers to a job responsibility or duty, that is, a specific part of a particular

job that a person is asked to do. For example, the job of an administrative assistant

requires the task of scheduling appointments for the supervisor. Jobs can be "task-

analyzed" for personnel and training purposes This general view of task again

implies that the task is externally imposed on the person from outside.

Ellis (2003) provides a definition of task:

A task is a work plan that requires learners to process language

pragmatically in order to achieve an outcome that can be evaluated in terms

whether the correct or appropriate propositional content has been conveyed. To

this end, it requires them to give primary attention to meaning and to make use of

their own linguistic resources, although the design the task may predispose them

to choose particular forms. A task is intended to result in language use that bears

a resemblance, direct or indirect, to the way language is used in the real world.

Like other language activities, a task can engage productive or receptive, and oral

or written skills, and also various cognitive processes.

Betty Lou Leaver and Jane R. Willis (2004) says that Elliss definition has an

interesting aspect is that it includes almost all the major points of contention in

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language pedagogy: attention to meaning, engagement with grammar, inclusion of

pragmatic properties , use of authentic communication, importance of social

interaction, integration of language skills and the connection to psycholinguistic

processes.

Long 1985: 89

A task is a piece of work undertaken for oneself or for others, freely or for some

reward. Thus, examples of tasks include painting a fence, dressing child, filling out a

form, buying a pair of shoes, making an airline reservation, borrowing a library

book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking

a hotel reservation, writing a cheque, finding a street destination, and helping

someone across a road. In other words, by task is meant hundred and one things

people do in everyday life, at work, at play, and in- between

A task is an activity which is carried out as the result of processing or

understanding language. Tasks may or may not involve production of language. A

tak usully requires the teacher to specify what will be regarded as successful

completion of the task. The use of a variety of different kinds of tasks in language

teaching is said to make language teaching more communitive

There are many viewpoints about and definitions of task. Initially the

definitions involved a tax, piece of work, everyday activity, job responsibility, or

general activity for learners. In L2 teaching and learning, task is now often viewed

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as an outcome-oriented instructional segment or as a behavioral framework for

research or classroom learning. Most often it still has the connotation of being

externally imposed on a person or group, although the connotation of being

burdensome or taxing is no longer emphasized.

2.1.1.2. Task-based Instruction

TBI was defined as a communicative language teaching approach, so

language learners must work together and use the second language to solve an

authentic communicative problem (Ellis, 2003), and learn through doing- It is by

primarily engaging in meaning that the learners system is encouraged to develop

(Skehan, 1996).

Richards( 2006) stated TBI is one of the two current approach that can be

described as extensions of the Communicative Language Teaching but gain the

goals in order to develop learners communicative in the different way. The other

methodology is content-based. They are both referred to as process-based

methodologies since they share common starting points a focus on creating

classroom processes that is believed to best facilitate language learning. Thus, this

methodology helps learners communicate in the target language effectively and

provides them the chance to experiment with foreign language and express their

own meanings (Betty Lou Leaver and Jane R. Willis ,2004)

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Thus, effective learning will occur as the students are fully engaged in a language

task, rather than just learning about language. Here, the learners are required to

actively negotiate meaning and produce communication to complete the task

(Husna, 2009).

2.1.2. General principles and characteristics of task-based learning

The difficulty of a task depends on the previous experience of the learner, the

complexity of task the language required to undertake the task, and the degree

of support available (Richards and Rogers 2001)

Errors are not necessarily the result of bad learning but are the part of the nature

process interlanguage forms gradually moving towards target forms (Ellis 1994)

Is based on the use of the tasks as the core unit of planning and instruction in

language teaching

Involve real communication

Learn language by interacting communicatively and purposefully while

engaged in the activities and tasks

Meaningful language supports the learning process

Focus on process rather than product

Tasks are sequenced according to difficulty

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2.1.2. Task types

LISTING: Processes Brainstorming, fact-finding.

ORDERING AND

SORTING:

Processes Sequencing, ranking, categorizing,

classifying.

COMPARING:

Processes Matching, finding similarities, finding

differences.

PROBLEM SOLVING:

Processes Analysing real or hypothetical

situations, reasoning, and decision making.

SHARING PERSONAL

EXPERIENCES:

Processes Narrating, describing, exploring and

explaining attitudes, opinions, reactions.

CREATIVE TASKS:

Processes Brainstorming, fact-finding, ordering

and sorting, comparing, problem solving and many others

(Willis 1996).

2.1.3. Framework

Pre-task

Introduction to topic and task: Teacherexplores the topic with the

class, highlights useful words and phrases, helps students understand

task instructions and prepare.

Task Cycle Task: Students do the task, in pairs or small groups. Teacher

monitors from a distance.

Planning: Students prepare to report to -the whole class( orally or in

writing) how they did the task, what they decided or discovered.

Report: Some groups present their reports to the class, or exchange

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written reports and compare results.

Language

Focus

Analysis: Students examine and discuss specific features of the text or

transcript of the recording.

Practice: Teacher conducts practice or new words, phrases and

patterns occurring in the data, either during or after the analysis (Willis

1996: 38).

2.1.4. Teacher and learner roles in TBI

Teacher Roles:

- Selector and sequencer of tasks: The teachers plays an important role of

selecting, adjusting, and creating tasks and then shaping these tasks based on

the learners interests, needs, and language skill levels

- Preparing learners for tasks: The teachers helps give the clear topic

introduction, task introductions or a partial display of task process

- Consciousness-raising: The teachers use a mixture of form-focusing

techniques which consists attention-focusing pre-task activities, studying the

given text, guided exposure to tasks. and use of highlighted material.

Learner Roles:

- Group Participant: The students complete many tasks in pairs or small

groups.

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- Monitor: The students control their activities, observe their communication

language use.

- Risk-taker and innovator: Many tasks require learners to create and interpret

messages of each other in interactions and negotiation of meaning.

2.2. The advantages of using TBI in English speaking lessons

TBI provides clear objectives in terms of what participants will gain from

the tasks. That is, each task has a clearly defined set of objectives, stating

what the participants will be able to do at the end of the task.

Tasks contribute to progress by encouraging students to plan and be more

ambitious in the language they use, rather than just saying the first thing that

comes into their heads.

Task-based learning is widely applicable as it is suitable for learners of all

ages and backgrounds.

The students are free of language control. In all three stages they must use

all their language resources rather than just practicing one pre-selected item.

A natural context is developed from the students' experiences with the

language that is personalized and relevant to them.

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.

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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 course book.

It is a strong communicative approach where students spend a lot of time

communicating. Just watch how much time the students spend

communicating during a task-based lesson.

It is enjoyable and motivating.

TBI provides cooperative support. Classroom work is to be carried out on a

cooperative basis involving a lot of participants initiation right from the

start. This should enable a supportive, non-threatening environment for

participants to invest personally in the learning effort (Frost)

Tasks provide a natural opportunity for revision and recycling and give

teachers the opportunity to assess learners progress TBI provides clear

objectives in terms of what participants will gain from the tasks. That is,

each task has a clearly defined set of objectives, stating what the participants

will be able to do at the end of the task.

During the task the learners are allowed to use whatever language they want,

freeing them to focus entirely on the meaning of their message. This makes

it closer to real-life communicative situation, which is a way of bringing the

real world into classroom (Krahne 1987).

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2.2.1. Sample of an English speaking lesson used TBI

Creating a Utopian Society

Work in groups. You are going to work together to decide your own ideal

society, then make a short presentation to introduce that perfect place to

the class.

Source: http://www.youtube.com/watch?v=QirhNeIwQ0w&feature=related

CREATING A UTOPIAN SOCIETY

1. Pre-task:

a. Introduce the topic:

The teacher can ask students about their countries to make it personal and write

key words of the answers on the board.

b. Give students instruction

i. The teacher gives the name of the activity: Creating a utopian

society.

ii. The teacher asks students to work in groups.

iii. The teacher tells students to create their own utopia.

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iv. The teacher provides some parameters to help guide students

through the task.

v. The teacher presents a model of a perfect society prepared in

advance.

2. Task cycle:

a. Task:

i. Students discuss with their friends in their group.

ii. The teacher moves around to help students and encourage them

to communicate in target language.

iii. While the teacher monitors, he/she should take notes on errors

to correct later.

b. Planning:

i. The teacher gives students some more minutes to prepare a

short.

ii. The teacher goes around to advise students on language,

suggesting phrases and to help them correct their mistakes.

c. Report:

iii. The teacher invites some groups to illustrate their work.

iv. After each presentation, the teacher should can let other groups

ask questions about perfect society which has been presented.

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3. Language focus:

d. Analysis:

i. The teacher lets students examine and summarize the general

features that make a perfect society.

ii. The teacher asks feedbacks and comments from each group.

iii. The teacher can let students to vote for the most impressive

utopia among all groups.

a. Practice:

i. The teacher can remind students about the words, structures and

ways to describe a place

ii. The teacher corrects the mistakes.

iii. The teacher can provide students a further practice at home

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PART 3: APPLICATION OF TASK-BASED INSTRUCTION IN SPEAKING

LESSONS AT NGUYEN TAT THANH HIGH SCHOOL

Unit 10: NATURE IN DANGER

Date: March 8, 2010

Teachers name: Nguyen Mai Lan

Teaching place: class 11D2, Nguyen Tat Thanh high school

The number of members: 39

Observed Lesson: Unit 10Nature in danger,

Method/Approach in focus: Task-based instruction (TBI)

UNIT 10: Nature in danger

1. Education aims: - Students know about the new kind of zoo.

2. Knowledge:

a. General knowledge: - Students can talk about the advantages and

disadvantages of having a pet

b. Language: - Relative pronouns

3. Skills: - Asking and answering about pets

- Showing advantages and disadvantages of having a pet

- Reporting on discussion results.

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Stages Activities Notes

Pre-task - The teacher asked students some

questions to lead students to the

topic such as:

Have you ever had a pet? If so,

what kind?

What kinds of pets do you prefer?

- The teacher introduced the new

lesson: We are going to discuss the

advantages and disadvantages of

having a pet.

- although the teacher

followed the framework

of TBI, she began the

lesson in a quite boring

way

- the teacher did not give

student time to read their

textbooks.

- Did not highlight new

words or useful phrases

-Did not mention the use of

relative pronouns in the

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lesson

- Quite clear instruction to

the task

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Task

cycle

1. Task:

- Students were required to work in

groups of 4 and discussed the

advantages and disadvantages of

having a pet.

2. Planning:

Teacher gave students some more

minutes to prepare for a short

presentation about the advantages

and disadvantages of having a pet

3. Report:

- After some minutes, one group

volunteered to present their

- Students actively took part in

the task with great

enthusiasm and excitement.

- The teacher moved around

but didnt give help any

encouraged students to use

target language. It is quite

hard for students to adopt a

way because they find it

difficult to express their ideas

- The teacher also did not take

note students errors

- The teacher went around but

didnt advise students on

language or suggest phrases

and to help them correct their

mistakes.

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work.

- While presenters were delivering

the speech, the rest of students

were required to take notes and

compare with their groups ideas.

- The teacher listened and took

notes

Languag

e focus

The teacher summarized the general

advantages and disadvantages of

having a pet.

She asked some feedbacks from

other group and gave her own

comment.

- this helps students remember

information deeply.

However, it lacked the important

part- practice which required

teacher to remind students about

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words and structures of relative

pronouns and ways of raising

their ideas, and also correct the

mistakes as well.

GROUPS COMMENTS AND SOME SUGGESTIONS

- TBI is not new for university students of foreign languages but quite up-to-date

to high school students in general. Therefore, applying this approach in teaching

high school students gets great compliments from both teachers and students;

however, it must still be more improve somehow. Now, our group will give

some comments:

o The teacher followed the stages of TBI framework strictly. At the beginning

of the lesson, she asked students some personal questions to lead students to

the topic and then, directly introduced the new lesson. Moreover, she also

added a brief summary at the end of the lesson to help students deeply

remember the information gained from the lesson.

o The teacher strictly adopted the three steps in task cycle section. This

helped students easily follow and fulfill the task.

o In addition, the approach also created a friendly and cooperative atmosphere

among students. They discussed with their friends, shared information and

showed their opinions openly.

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- In the second place, although the teacher has somehow understood the way to

conduct a speaking lesson following TBI, she lacked some important techniques

when carrying out a lesson with TBI.

o At first, the teacher did not highlight new words and useful phrases in the

lesson at. Students, as a result, lacked vocabulary to illustrate their ideas in

discussion. They found it hard to express their views towards the matter. In

addition, the teacher did not teach students about the use of relative

pronouns even though she had set it for one of lessons objectives.

o In TBI, the help and encouragement from teachers are necessary to students;

however, the teacher conducting this lesson, in spite of moving around the

class and listening to students discussion, gave little help to students. In

fact, the teacher should have assisted students work and encouraged them

to use target language while discussing.

o Equally important, the teacher needs have corrected students errors at the

end of the lesson. Agreed that teachers should not intervene students

discussion by correcting mistakes; however, this activity should have done

in the end, which prevented students errors later.

In general, teachers who would like to conduct an English speaking lesson with

TBI should bear in mind the three stages of TBI framework and what to do in each

stage. Moreover, in TBI, teachers should pay more active role in helping students

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deal with the task and encouraging them to use target language during discussion.

Last but not least, teachers had better ask students to take part in the task actively

and openly, which builds a friendly and relaxed atmosphere for students to express

themselves.

In particular, we would love to take the speaking lesson of class 11D2, Thuong Cat

high school as an example to suggest some of our changes for a better lesson.

PART 4: CONCLUSION

TBL offers a structured approach to learning, and supports the notion that

learning occurs most effectively when related to the real-life tasks undertaken by

an individual. TBL encourages the development of the reflective learner, and

accommodates a wide range of learning styles. TBL offers an attractive

combination of pragmatism and idealism: pragmatism in the sense that learning

with an explicit sense of purpose is an important source of student motivation and

satisfaction; idealism in that it is consistent with current theories of education.

However, with the current conditions of Vietnam, it seems that there exist some

difficulties to apply TBL due to the crowded classes and traditional ways of

teaching and learning applied still.

Thus, although our study was conducted with a small scale, we hoped that to

some extent it could help teachers recognize the advantages of using TBI in

English speaking lessons to apply effectively and also give some useful

recommendations for better English speaking lessons with the use of TBI.

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REFERENCES

http://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htm

http://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdf

http://www.youtube.com/watch?v=QirhNeIwQ0w&feature=related

www.englishonline.org.cn/.../k_Based_Learning_background_reading_material.doc

http://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htmhttp://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdfhttp://www.youtube.com/watch?v=QirhNeIwQ0w&feature=relatedhttp://www.englishonline.org.cn/.../k_Based_Learning_background_reading_material.dochttp://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htmhttp://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdfhttp://www.youtube.com/watch?v=QirhNeIwQ0w&feature=relatedhttp://www.englishonline.org.cn/.../k_Based_Learning_background_reading_material.doc