Contemporary Approaches
to Language Training
iii) Task-based approach
What is task?
Many different
definitions of ‘task’ have been proposed:
- Task is a piece of work that need to be done, especially one that is difficult or that must be done regularly. (Longman English Dictionary)
- A task is a range of learning activities from the simple and brief exercise to more complex and lengthy activities, such as group problem-solving or simulations and decision-making. (Breen, 1987:23)
- An activity which required learners to arrive at an outcome from given information through some process of thought at which allowed teachers to control and regulate that process was regarded as a task. (Prabhu, 1987:24)
- A task is any activity that learners engage in to process of learning a language. (Williams and Burden, 1997:168)
Five
characteristics of task
i.
Meaning
is primary
ii.
Learners
are not given other people’s meaning to regurgitate
iii.
There
is some sort of relationship to comparable real-world activities
iv.
Task
completion have some priority
v.
The
assessment of the task is in terms of outcomes.
Nunan, D. (2004). Task-based Language Teaching. The Press Syndicate of the University
of Cambridge. University of Hong Kong. Page:3.
Task-based Language
Approach (TBLL/TBLT or TBI)
Task-based Language Learning (TBLL) which
also known as Task Based Language Teaching (TBLT) or Task-Based Instruction
(TBI) is an approach which offers students opportunities to actively engage in
communication in order to achieve a goal or complete a task. Task-based
language learning seeks to develop students’ interlanguage through providing a
task and then using language to solve it. To summarize, it focuses on the use
of authentic language and on asking students/learners to do meaningful tasks
using the target language. The assessment is primarily based on the task
outcome or the completion of any tasks rather than on an accuracy of language
forms in order to improve students/learners’ performances for developing target
language fluency and confidence.
It was first developed by N. Prabhu in
Bangalore, India. He believed that students may learn more effectively when their
minds are focused on the task, rather on the language they are using. (Prabhu,
1987; as cited in Littlewood, 2004)
The Rationale of
Task-based Learning
i) Theory of Language
Several assumptions
about the nature of language can be said to underlie current approaches to
task-based learning, which are;
·
Language
is primarily a means of making meaning
·
Multiple
models of language inform task-based learning
·
Lexical
units are central in language use and language learning
·
“Coversation”
is the central focus of language and the keystone of the language acquisition
ii) Theory of Learning
Task-based
learning shares the general assumptions about the nature of language learning
underlying Communicative Language Teaching.
·
Tasks
provide both the input and the output processing necessary for language
acquisition
·
Task
activity and achievement are motivational
·
Learning
difficulty can be negotiated and fine-tuned for particular pedagogical puposes
Why Using Task-Based
Approach?
- Provides the learner with context – The largest benefit of a task-based approach is that it places the content to be learned into the actual performance context.
- A natural context is developed from the learners' experiences with the language that is personalised and relevant to them.
- The learners will have a much more varied exposure to language.
- It is a strong communicative approach where learners spend a lot of time communicating with each other.
A Task-based Approach
Procedure
Task -based learning offers an
alternative for language teachers. In a task-based lesson the teacher doesn't
pre-determine what language will be studied, the lesson is based around the
completion of a central task and the language studied is determined by what
happens as the students complete it. The lesson follows certain stages.
- Pre-task: The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.
- Task: The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.
- Planning: Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
- Report: Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.
- Analysis: The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.
- Practice: Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.
1.
Listing
and/or brainstorming
Examples:
i.
In
pairs, agree on a list of four or five people who were famous in the 20th
century
and give at least one reason
for including each person
ii.
On
your own, make a list of all the things he/she did. Then check with your
partner. Were there any things you
forgot?
2.
Ordering
and sorting
Examples:
iii.
In
pairs, look at your list of famous people. Which people are most likely to
remain popular and become 20th century icons? Rank them from most popular to
least popular, and be prepared to justify your order to another pair.
3.
Matching
Example:
iv.
Read
the texts – each texts is about a famous person but the person is not named -
and look at the photos. Match each text to a photo. Then talk to your partner,
and say how you were able to match them. Prepare to tell the class how you did
it.
British Council, ESOL Nexus. Task based Approach.
Retrieved
on Wednesday, 23rd September 2015 from
Esfandiar, M., Knight, P.,
Molinari, J., & Zacharias, S. (2012). Task-based
Learning Applied. “Jane Willis‘ A Framework for Task-based Learning in 1996
(J. Willis 1996)”. University of Nottingham.
Retrieved
on Monday, 21st September 2015 from https://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/task-based-learning-applied-web-vers---1-dec-2012-(lp).pdf
v. https://www.teachingenglish.org.uk/article/six-types-task-tbl
Published by :
Nurnajihah binti Shafie & Wan Hazrena Fakeeza binti Wan Zakaria
Published by :
Nurnajihah binti Shafie & Wan Hazrena Fakeeza binti Wan Zakaria
The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The tasks must include the activities in which the students will use English in order to achieve a specific outcome,but we cannot guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively.
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