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Monday, November 22, 2010

What Task Based Learning is?


The approach called task based learning is the logical outcome of theories of second language learning associated with the communicative approach. Tasks include projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites...
The characteristic of all these tasks is that rather than concentrating on one particular structure, function or vocabulary group, these tasks exploit a wider range of language. In many cases, students may also be using a range of different communicative language skills.

What makes 'task-based learning' different?

The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons. Tasks have been 'extension' activities as part of a graded and structured course.



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

  • Pre-task - Introduction to the topic and task.
  • Task cycle - Task planning and report
  • Language focus - Analysis and practice

The focus is away from learning language items in a non-contextualised vacuum
to using language as a vehicle for authentic, real-world needs.


By working towards task realisation, the language is used immediately in the real-world context of the learner, making learning authentic. 

In a TBLL framework the language needed is not pre-selected and given to the learners who then practise it but rather it is drawn from the learners with help from the facilitator, to meet the demands of the activities and task.
TBLL relies heavily on learners actively experimenting with their store of knowledge and using skills of deduction and independent language analysis to exploit the situation fully.

In this approach, motivation for communication becomes the primary driving force. It places the emphasis on communicative fluency rather than the hesitancy borne of the pressure in more didactic approaches to produce unflawed utterances. Exposure to the target language should be in a naturally occurring context. This means that, if materials are used, they are not prepared especially for the language classroom, but are selected and adapted from authentic sources.


Does it work?
Task-based learning can be very effective at Intermediate levels and beyond, but many teachers question its usefulness at lower levels. The methodology requires a change in the traditional teacher's role. The teacher does not introduce and 'present' language or interfere ('help') during the task cycle. The teacher is an observer during the task phase and becomes a language informant only during the 'language focus' stage.

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