Ignacio Giménez Núñez

Cynthia Rolón Cañete

DOI: https://doi.org/10.47133/tegc_ch36 

ABSTRACT

For adults to learn second languages (L2) more effectively, the classroom environment needs to reflect real world interactions. By participating in such interactions, adult learners are better able to remember new language forms given that “interaction is the basis of L2 learning” (Brown & Lee, 2015). If adults feel that what they are being asked to learn is not useful, their motivation decreases. A task-based approach to teaching offers a solution for this dilemma by focusing on the need for communication that arises from the learners themselves. A task-based approach replicates life-like interactions and provides communication opportunities. These opportunities guide adult learners into noticing what is missing to complete a given task. By consciously filling this gap, they create their own system of understanding and then proceed to the next communication challenge. In this chapter, you will learn about implementing task-based instruction with adult learners. You will also learn several strategies to use when teaching your own classes. 

Keywords: task-based teaching, task-based learning, adult language learners, teaching adults, language interaction, learning opportunities 

How to cite this chapter: 

Giménez Núñez, I. & Rolón Cañete, C. (2023). Task-Based Approach With Adult Learners. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 432-441). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch36 

INTRODUCTION

Adult learners often have high expectations of what they want to learn in their English classes and how they want to go about learning. Whether or not adults express their expectations, they often base their learning goals on what motivates them for wanting to learn a second language (L2). Gardner (2005) studied motivation variables among adult learners and identified instrumentality (learning a language for practical reasons) as playing an important role in language motivation and achievement. In other words, adult learners expect to clearly see usefulness and practicality in what they are learning. If not, they might perceive class as a waste of their time, which can negatively affect the learning process and, in turn, hinder their progress with learning a new language. 

A feasible solution for motivating adult learners in the language classroom is the task-based learning-teaching (TBLT) approach. Having originally emerged as an option in Communicative Language Teaching (CLT), TBLT became a stand-alone approach that focuses on providing students with a goal to be achieved (Moore, 2018). Though its definitions can vary, task is generally defined as “learning by doing” (p. 2). Put simply: “CLT addresses the question why? TBLT answers the question how?” (Nunan, 2014, p. 458). This chapter explores the major dimensions of TBLT and examines practical applications that you can use when teaching adult learners.  

BACKGROUND

TBLT originated in the late 1970s as a strong approach within CLT, which was a movement that sought alternatives to traditional teacher-centered approaches. As a strong CLT approach, TBLT is implemented with syllabi that are structured around tasks and task completion and with instruction based on cognitive processes and sociocultural theory (Moore, 2018). Cognitive processes occur during student participation in classroom interactions that resemble authentic, real-world situations. Teachers make decisions for their classes by choosing, planning, adapting, and implementing interactive tasks. Sociocultural theory draws on Vygotsky’s views (1978) with interaction at the core of successful task implementation. When interacting with peers, students co-construct their knowledge, which, in turn, creates learning. This happens when students interact in scenarios to enable language acquisition. These scenarios can be created by the teacher or co-created collaboratively by the teacher and students.

MAJOR DIMENSIONS

To prepare for implementing TBLT in your English classes for adult learners, first become knowledgeable about the following:

Classification and Definition of Tasks

Tasks are differentiated from other types of classroom activities and are further classified as pedagogical tasks and target tasks (Brown & Lee, 2015). Pedagogical tasks provide students with real-life simulations to practice language in preparation for using this same language during real-life encounters. Pedagogical tasks help students be ready for the moment they need to perform target tasks, which are the real communicative actions facing them outside of class. For example, students can roleplay “going shopping” in class where one student is a store clerk and the other a customer. By practicing this pedagogical task in the classroom, students will be ready to perform the target task when they go shopping in real life and need to interact with a store clerk. The ultimate objective of a pedagogical task is to push students to meet a communicative need and, by doing so, produce learning. To prepare for implementing TBLT, identify useful and practical ways to replicate authentic real-world tasks in your own classroom.

Attempts at defining tasks have often included the following components (Willis 1996): 

• Meaning is key. 

• Learners fill a gap in communication. 

• Activities resemble authentic real-world scenarios and are thus meaningful. 

• Learners use the language they have at that moment. 

• Learners are taught, as needed, forms and structures required to complete a task.

When developing tasks, teachers consider several characteristics (Ellis & Shintani, 2014). These task characteristics and corresponding examples are provided in Table 1.

Table 1

Task Characteristics

 Note. Compiled from Exploring Language Pedagogy Through Second Language Acquisition Research by R. Ellis & N. Shintani, 2014, Routledge.

Consider the task characteristics and explanations in Task 1 before planning and implementing a task. These characteristics were not meant to limit the definition of a task but rather provide an easy way to differentiate a task from other types of classroom activities. In addition to making this differentiation, be sure to plan tasks very carefully so that your learners can benefit from these activities as learning opportunities. 

Aims and Scope of Syllabus Within the Curriculum

The first step when organizing tasks is to establish the aims and scope of a given syllabus within an L2 curriculum (Ellis et al., 2019). Here, consider what students can do at specific proficiency levels and then use this as a guide for writing the objectives. Different kinds of tasks will require different levels of language. For instance, beginners might not be able to debate about a controversial topic for persuading an audience while more advanced learners should be able to do so. In other words, the scope and objectives must be aligned with what learners need and are cognitively able to perform.

Procedures for Selecting Tasks

The second step is to determine procedures for selecting the tasks (Ellis et al., 2019). However, before doing this, select topics that are aligned with the aims and scope of your curriculum and, also, that interest your learners and motivate them for actively engaging. A useful way to select topics is by doing a needs analysis. A teacher’s intuition is not always sufficient to determine the most relevant topics in learners’ lives; learners also need to have a voice. An effective way to gather ideas is by having students analyze real-life situations. After that, determine the conditions for completing a task and, also, the level of language needed for completing it.

Sequence and Organization of Tasks

The third and final step is to sequence and organize tasks (Ellis et al., 2019). After selecting the topics, put them in logical order. Consider doing this by identifying the complexity of demands required to complete each task and then ordering the tasks from easy to difficult. Also try to organize these tasks around a unifying thread that is interwoven throughout the syllabus. To better identify this thread, analyze how frequently such tasks occur outside the classroom.

After selecting and organizing the tasks, determine whether your learners have the language needed to complete a targeted task. Because students have varying abilities, your students will probably perform the same task with varying degrees of success. However, this should not be a limitation regarding what you ask of your students. Instead, when assessing student performance, use different assessment techniques to ensure that each learner is making progress compared to where that specific learner started rather than compared to what other students might be able to do.

PEDAGOGICAL APPLICATIONS

After understanding these concepts and steps, put TBLT into practice by doing the following: 

Have Students Roleplay as an Information Gap Activity

Many of us have probably already used information gap activities. Now, convert this type of activity into a pedagogical task by addressing a goal that meets a real-life need (Brown & Lee, 2015). Start this task by dividing students into pairs and assigning a different role to each member in that pair. A useful task scenario could be Student A as the school librarian and Student B as a new student. Here, the objective is for the new student to interact with the school librarian and then register to borrow books. Through this relatively simple activity of asking and answering questions, Students A and B work together to accomplish a real-life task. We recommend this type of task for beginner to pre-intermediate proficiency levels. It can be adapted to any scenario that requires requesting and providing information such as having a doctor’s appointment (doctor-patient), going shopping (salesclerk-customer), registering at a hotel (receptionist-guest), and asking for directions (tourist-resident).

Have Students Solve Problems and Negotiate Solutions

Students at more advanced proficiency levels can work together to solve problems and negotiate solutions. Classic activities involve reading several scenarios and then discussing possible responses to questions such as the following: 

• Who would you save from a sinking boat? 

• Who should receive the donated heart? 

• Which hotel is the most suitable for each person? 

In pairs or groups, students practice their skills at expressing opinions, taking turns, making decisions, solving problems, and negotiating solutions. Each of these activities is effective at having learners complete a given task. 

Have Students Do Tasks During All Three Phases of the TBLT

To ensure that your students are successful at doing tasks as recommended by the TBLT approach, first focus on creating and nurturing a positive setting in your classroom. Then, follow the options, descriptions, and recommendations during each of the three phases (pre-phase, within phase, post-phase) of the TBLT (Ellis et al., 2019), as outlined in Table 2.

Table 2

Summary of Tasks and Recommendations for TBLT (pre-phase, within phase, post-phase).

Note. Compiled from Task-based Language Teaching: Theory and Practice by R. Ellis et al., 2019 (pp. 211-229), Cambridge.

In this chapter, you learned about TBLT as a task-based approach for teaching English to adult language learners. You learned to classify, define, select, sequence, and organize tasks. You also learned some pedagogical applications for implementing TBLT in your own English classes.

Here are some key concepts about TBLT:

• Tasks and activities are not the same thing. A task may include several activities.

• Tasks should focus on meaning and, as such, should reflect real-world scenarios.

• Tasks should aim at filling a gap in learners’ knowledge.

• Selecting and sequencing tasks is of utmost importance to ensure that learning occurs.

• When implementing a task, guide students with achieving the desired learning goal by having them do activities that progress from the pre-phase (before) to the within phase (during) and then to the post-phase (after). 

Based on your new knowledge about TBLT, answer these questions:

1. What tasks can you use in class to keep adult learners engaged?

2. How would you address learners’ anxiety while performing a task?

3. How could focusing on grammar (or providing models) hinder or benefit a learner with completing a task?

To practice using what you have learned about TBLT, do the following:

1. Elaborate a lesson plan with its main objective being for students to complete a specific task.

2. Implement a sample task-based lesson to measure how confident you feel with this approach.

To expand your knowledge and application of TBLT, visit these websites:

• Bridge Universe. https://bridge.edu/tefl/blog/what-is-task-based-learning/  

• British Council. https://www.teachingenglish.org.uk/article/unit-9-task-based-learning  

• Cambridge Live Experience. https://youtu.be/jsBTQgE8uhw  

• Net Languages. https://www.netlanguages.com/blog/index.php/2017/06/02/what-is-task-based-language-learning/  

• OnTESOL. https://ontesol.com/task-based-learning/ 

Other aspects related to task-based learning are addressed in several chapters of this book: 

Chapter 3 The Diversity of English Classes by R. Díaz

Chapter 9 Empowering Adults for Autonomous Learning by M. Zalimben

Chapter 25 Preparing to Teach Through Effective Lesson Planning by H. Lalwani

Chapter 32 Major ELT Trends in the 20th Century by C. Onatra and S. Palencia

Chapter 33 Current Approaches in English Language Teaching by N. Dantaz

Chapter 34 Alternative Approaches to English Language Teaching by G. Díaz Maggioli

Chapter 43 Strategies to Teach Integrated Skills by L. Fuller

Chapter 47 Authentic Assessment of, for, and as Learning by G. Díaz Maggioli 

Brown, D. H., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson. 

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge. 

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press. https://doi.org/10.1017/9781108643689

Gardner, R. C. (2005). Integrative motivation and second language acquisition. Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk, London, Canada. [Online]. http://publish.uwo.ca/~gardner/docs/caaltalk5final.pdf.

Moore, P. J. (2018). Task-based language teaching (TBLT). In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–7). TESOL International Association. https://doi.org/10.1002/9781118784235.eelt0175 

Nunan, D. (2014). Task-based teaching and learning. In M. Celce-Murcia, D. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.; pp. 455-470). National Geographic Learning.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Willis, J. (1996). A flexible framework for task-based learning. Longman  

Ignacio Giménez Núñez is an English teacher and teacher trainer at the Instituto de Formación Docente Paraguayo-Americano (IFDPA), which is housed at the Centro Cultural Paraguayo-Americano, and a professor and teaching assistant at the Instituto Superior de Lenguas (ISL), Universidad Nacional de Asunción (UNA), Paraguay. Ignacio earned a bachelor’s degree in English from the ISL/UNA and master’s degree in world languages, literatures, and linguistics, with an emphasis in teaching English to speakers of other languages, from West Virginia University, U.S.A. He is interested in materials development, formal and non-formal adult education, and the use of information and communication technologies in the classroom.

ORCID: https://orcid.org/0009-0001-3248-6653 

Email for correspondence regarding this chapter: igimenez@filouna.edu.py

Cynthia Rolón Cañete is an English language teacher and trainer at the IFDPA and an adjunct professor of pedagogy at the ISL/UNA. Cynthia received a bachelor's degree in English from the ISL/UNA and a master's degree in advanced studies in social education from the Universidad Complutense de Madrid (Spain). She is interested in formal and non-formal adult education, instruction in virtual environments, and instructional design.

ORCID: https://orcid.org/0009-0002-5058-8925 

Cover Photo by Monica Melton on Unsplash