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Task-Based Teaching for Lower Level Learners
PDA: Experimental Practice
Table of Contents
1. Definition of TBLT (Task-Based Language Teaching):.........................................4
2. Task Based Stages:.............................................................................................6
2.1 Pre-Task:......................................................................................................6
2.2 Task Cycle:...................................................................................................7
2.2.1 Task:......................................................................................................7
2.2.2 Planning:................................................................................................8
2.2.3 Report:...................................................................................................8
3. Language Focus:.................................................................................................9
3.1 Analysis:.......................................................................................................9
3.2 Practice:.......................................................................................................9
4. Professional Interest:.......................................................................................10
5. Objectives for Learners:...................................................................................11
6. Objectives for Teacher:....................................................................................11
7. Evaluation Procedures:....................................................................................12
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8. Commentary:...................................................................................................13
Bibliography...........................................................................................................16
Appendix:...............................................................................................................17
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1. Definition of TBLT (Task-Based Language Teaching):
In teaching classes of English as a second language, the concept ‘task’ has become
a very important element. It is shaping how course books design their syllabi and
teaching approaches (Nunan, 2004). Tasks were used as a research tool in the
mid-1980s (Richards & Rogers, 2001); therefore a lot of classroom research on
second language acquisition is supported by TBLT.
“The idea behind TBL [Task-Based Learning] is that students will learn
to communicate in the language by doing tasks in the classroom…
The focus is completely on task completion and therefore students
are free to use whatever language they have at their disposal to
accomplish this.” (Willis, 1996:32)
TBLT was also defined as the approach based on the use of tasks as the main core
of planning and instructions in language teaching (Richards & Rogers, 2001).
Accepting task as the main core of this approach brings more questions about
task type, task purpose, and TBLT principles and practices. Long (1985) defined
the target task as a piece of work which includes almost everybody’s daily tasks
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(e.g. painting a fence, buying a pair of shoes, writing a letter, and … etc). In his
definition, Long (1985) included some non-linguistic outcome tasks like “painting
a fence” which might not require any language. This is very broad definition of
task highlights the need to connect learners’ real life needs to classroom practices
and their effect on learners’ outcome, but it can be classified as a definition of a
real task more than a pedagogical task.
To differentiate between the two task types, it is good to think about where every
task happens as Nunan (2001) noted “I will draw a basic distinction what I will call
real-world or target tasks and pedagogical tasks are those that occur in the
classroom” (p.1).
Seeking a definition for a pedagogical task we can simply refer to a task that was
taken from real-life to classroom. Richards, et al. (1986) noted that a pedagogical
task could be an activity which is carried out as a result of processing and
understanding language. The modification of a real-world task to become a
pedagogical task before introducing it in a classroom is very essential. For
example, asking students to draw a map to a certain place after reading about
directions to this place. These variant definitions of task have one common thing
which is that any task involves a communicative language use in which users’
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attention is focused more on meaning rather than form (Nunan, 2004). In
addition, learners are free to use a range of language structure to achieve task
outcome (Willis & Willis, 2001). However, it is a fact that in TBLT, grammar is
always used as a tool to illustrate meaning.
2. Task Based Stages:
As the first significant person in TBL, I would like to include his definition of TBL at
this stage. Prabhu (1987) defined task as “an activity which required learners to
arrive at an outcome from given information through some process of thought,
and which allowed teachers to control and regulate that process” (p.24). Getting
learners to arrive at an outcome requires certain stages which facilitate this
process. This section presents different stages of task based framework, according
to Willis & Willis (2001). See appendix 1.
2.1 Pre-Task:
At this stage, the teacher introduces the students to the topic in order to activate
their knowledge of the topic. The teacher outlines the task and then gets the
students to brainstorm some ideas of what types of things they might use for the
task. For example, getting them to see my last week shopping list and think about
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what they want to buy on this weekend for a shopping task. Only necessary
vocabulary could be taught here. This stage helps students to understand
instructions and students may hear a recording of other people doing the same
task (Willis, 1996).
2.2 Task Cycle:
This stage offers students a chance to use language they already know in order to
carry out the task and then to improve their language under the teacher’s
guidance, while planning their reports on the task. There are three components of
this stage:
2.2.1 Task:
Students are allowed to give suggestions in pairs or groups, about their ideas
about the task. The task phase is meant to be completely communicative and
student-centered, where the students use whatever language they have at their
disposal to achieve goals of the task. The teacher observes, encourages and
comments briefly on content (Willis, 1996). The teacher’s role during the task
stage is supposed to be less active, and he should encourage students, forgive
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errors, interrupt only to help, and notice the language students are using and act
as a time keeper (Willis, 1996).
2.2.2 Planning:
This stage just comes in the middle of a task cycle. It follows the task stage and
precedes the report one. At this stage, students prepare to report to the whole
class (spoken or written). The teacher’s role here is that of a language advisor.
Learners plan their reports effectively and maximize their learning opportunities.
The teacher may decide on different student roles in each group (e.g. speaker,
secretary, time keeper and chairman) in order to facilitate their participation in
the report stage.
2.2.3 Report:
The teacher selects the speakers from each group to report to the other groups or
to the whole class. The teacher’s role is to observe, sum up and comment on
contributions. See appendix 1.
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3. Language Focus:
This stage allows students to study specific language features presented during
the task cycle. Students examine the forms and understand the meaning and use
of the vocabulary presented in the task (Willis, 1986). Language focus has two
components:
2.3 Analysis:
The teacher prepares these analysis activities to allow students to examine and
discuss specific features of the text. For example, students can read a description
of a neighborhood to notice the use of place prepositions. Also, this stage helps
students to broaden their understanding of meaning which they have become
familiar with during the task.
2.4 Practice:
At this stage, students get a chance to practice the target language correctly
through controlled practice exercise, which can be any typical practice activity
where the students are required to use the target language correctly.
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4. Professional Interest:
The exponents of TBL introduced it as a natural extension of the communicative
approach (Willis, 2001). TBL is applied to traditional classrooms to increase
learners’ motivation and performance. My interest in this approach came from
my experience with pre-intermediate Saudi students, as they are least motivated
to participate. Advanced students are usually more motivated than pre-
intermediate learners; therefore, TBL as an extension of communicative approach
enhances their motivation and performance.
In PDA action pan, I stated learner’s autonomy to be one of the essential issues I
need to equip my learners with. This group of learners is usually taught through
PPP teaching approach (present-practice-produce). Although this approach
seemed convenient for them as pre-intermediate learners, using PPP with this
group made them dependent. TBL is known as a good approach to increase
learners’ independence and enhance their autonomy (Benson, 2002). Lower level
learners usually look at their teachers as information sources, through this
approach they will be able to figure out the target language through a task.
TBL is leading to a less teacher-centered lesson (Nunan, 2004), as it is
implementing a student-centered lesson. In my observed lessons, it was noted
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that my lesson is more teacher-centered than student-centered one. TBL is my
option to run a student-centered lesson.
5. Objectives for Learners:
- The learners have the chance to work more independently, and have their
autonomy raised.
- Learners have the chance to work collaboratively on problem solving.
- Learners get a chance to have more learner-centered lessons.
- Learners get a chance to contribute to their learning outcomes by deciding
on what to do and how to do and how to do it.
- Learners have a chance to feel open to the possibility of planning and
monitoring their own work.
6. Objectives for Teacher:
- To increase learners autonomy and creativity.
- To provide a communicative atmosphere to enable learners to work
collaboratively to complete tasks.
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- To provide an opportunity for learners to engage in self and peer
assessment.
- To experiment with, and decide, whether task-based learning is a
convenient approach for lower level learners.
- To provide learners with a chance contribute to planning and monitoring
their work.
- Getting learners to consolidate their understanding of meaning before
form.
- To provide a chance to deal with the target language in a more analytical
than mechanical approach.
7. Evaluation Procedures:
To evaluate achieving both my and learners’ objectives, I decided on two
questionnaires. One will be completed by the learners, where they evaluate their
benefit of using the TBL approach. In addition, I will evaluate the difficulty of the
task and impact of pair and group work on students’ development. The other
questionnaire will be completed by a colleague who will observe the lesson and
evaluate the effectiveness of using the approach.
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The following observation procedures will be done as follows:
1. I will monitor the learners in the various stages to see if they are engaged
with the task and working collaboratively.
2. There will be a teacher peer observation where a form will be completed
during the session.
3. There will also be a questionnaire for the learners to complete after the
session.
8. Commentary:
Creating a communicative atmosphere in classrooms and motivating students
were and still is the greatest interest for teachers. The teaching approach is one of
the main factors which decide on those areas in classrooms. TBLT is widely
accepted nowadays as the natural extension to the communicative approach.
Therefore, I choose the task-based approach for this experiment. I have not tried
this approach before, though I heard of it before in several teacher training
events. I liked the idea, but I have never got the chance to experiment with it
before this course.
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I choose the topic of shopping for a trip, as it is very common for my pre-
intermediate students, and they usually practice this at least once a week. I have
also decided on the task of completing a shopping list for a three-night prize in
Barcelona, as I expected my students to be excited about it. Therefore, I got some
shopping catalogues to make the task as authentic as possible. I planned my
lesson according to Willis’s (1996) framework for task-based teaching:
- Teaching objectives / Warmer
The teacher outlines the task and then gets the students to brainstorm some
ideas.
- Task cycle
- Task demonstration / instruction
Students are allowed to give suggestions (in pairs or groups) about their ideas on
the task. The task phase is meant to be completely communicative and student-
centered.
- Doing the task
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At this stage, the students prepare to report to the whole class (spoken or
written). The teacher’s role here is that of a language advisor. The students plan
their reports effectively and maximize their learning opportunities.
- Preparing and giving a report
The teacher selects a speaker from each group to report to other groups or to the
whole class.
- Language focus
This stage allows students to study specific language features presented during
task cycle.
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Bibliography
- Long, H, M and Graham C. Volume 26, 1992.Three Approaches to Task-
based Syllabus Design, TESOL Quarterly.
- Nunan, David. 1989. Designing Tasks for the Communicative Classroom.
Cambridge. Cambridge University Press.
- Nunan D. (2004) Task Based Language Teaching, Cambridge University
Press.
- Richards J. & Rodgers T (2001) Approaches and methods in Language
Teaching, Cambridge University Press
- Skehan, P. (1998) A Cognitive Approach to Language Learning. Oxford: OUP
- Willis J.(1996) A framework for Task Based Learning. Longman.
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Appendix:
1: TBLT Framework.
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