4. Task-based language teaching in the English classroom --Dr. Evangelin Arulselvi

Abstract

Task-based language teaching (TBLT) is viewed as a realisation of communicative language teaching and is one of the most popular English language teaching (ELT) methods. Task-Based Language Teaching (TBLT) centres class time on a pedagogical task. Students work together in groups to complete tasks while the teacher acts mainly as a language guide. In task-based teaching, the centre of the learning process moves to the students themselves and allows them to realise that language is a tool to tackle and solve real-world problems. Task-based teaching provides students with the linguistic components they need to accomplish the real-world tasks. Task-based teaching also focuses on communication and interaction, using appropriate language at the correct time.

Key words: Task-based Approach, active learning process, pedagogical tasks, classroom interaction, self-directed learning

Introduction

The concept of ‘task’ has become an important element in syllabus design, the process of teaching and learning and learner assignment. The syllabus designed for task-based approach is analytic that is composed of tasks and not a sequence of linguistic items which is categorised as synthetic. Task-based language teaching is a student-centered approach to second language instruction. It is an offshoot of the communicative approach, wherein activities focus on having students use authentic target language in order to complete meaningful tasks, i.e. situations they might encounter in the real world and other project-based assignments. The mainstreams of approaches concern with information. The students focus on real-world content and understanding and the communication of information is through language. These approaches handle the subject matter as a tool for language teaching, where as in task-based approach, the students carry out the task using their available resources and lead to the real outcome.

Fifteen years ago, task-based language learning was an innovation, although it was used as a central construct in a number of emerging research agenda, but now task-based language teaching has become a corner stone of many educational institutions and ministries of education around the world. In task-based teaching, the centre of the learning process moves to the students themselves and allows them to realise that language is a tool to tackle, solve and resolve real-world problems. Tasks are meaningful, and in doing them, students need to communicate. Tasks have a clear outcome so that the teacher and students know whether or not the communication has been successful.

Long (1985:89) frames his approach to task-based language teaching in terms of target tasks, arguing that a target 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 a 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, making a hotel reservation, writing a cheque, finding a street destination and helping someone across the road. In other words by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between.’

When these examples are transformed from the real world to the classroom, tasks become pedagogical in nature. Here is a definition of a pedagogical task: An activity or action which is carried out as a result of processing or understanding language as a response. For example, drawing a map while listening to a tape recorder, listening to an instruction and performing a command may be referred to as tasks. Task may or may not involve the production of language. A task usually requires a teacher to specify what will be regarded as successful completion of a task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative. It provides a purpose for a classroom activity which goes beyond the practice of language for its own sake. (Richards, et al, 1986)

David Nunan (2004) Pedagogically TBLT has strengthened the following principles and practices:

§ A need- based approach to content selection.

§ An emphasis is on learning to communicate through interaction in the target language.

§ Introduction of authentic texts to the learning situation.

§ Provision of opportunities for learners to focus not only on language, but also on the learning process itself.

§ An enhancement of the learner’ personal experiences as important contributing elements to classroom learning.

§ The linking of classroom language learning with language use outside the classroom.

Kohonen (1992) In many respects, his model can be seen as a theoretical blue print for TBLT, as can be seen from the following list of percepts for action derived from his work.

· Encourage the transformation of knowledge within the learner rather than the transmission of knowledge from the teacher to the learner.

· Encourage learners to participate actively in small collaborative groups.

· Embrace a holistic attitude towards subject matter rather than a static, atomistic and hierarchical attitude.

· Emphasise the process rather than the product, learning how to learn, self enquiry, social and communication skills.

· Encourage self-directed rather than teacher-directed learning.

· Promote intrinsic rather than extrinsic motivation.

Kumaravadivelu (2012) TBLT has taken a central role in many language classrooms since several decades. This teaching method has characteristics that reflect current linguistic theories on language teaching such as the importance of meaning and the use of tasks that mirror the real world.

Nassaji and Fotos (2011) provide four important features of TBLT. First, TBLT is student-centered, and it largely focuses on communication over accuracy. Second, lessons revolve around tasks that challenge students to stretch beyond their language levels while being exposed to realistic situations. Third, Nassaji and Fotos note that TBLT has been adopted by many instructors worldwide as a preferred approach to teach language because it allows learners to develop authentic language. Last, TBLT provides a flexible framework for language instructors to create a classroom that facilitates second language acquisition. TBLT was first developed with a primary focus on meaning, but recent expert opinions are that this focus on meaning can also accommodate a focus on grammatical forms. This ability to be flexible in terms of form and meaning is a characteristic of TBLT that will allow it to endure changing views on language learning.

Ellis (2009) gives a more thorough definition and writes that for an activity to be called a task, it must meet these criteria: 1. The primary focus should be on ‘meaning’ which means that learners should be mainly concerned with processing the semantic and pragmatic meaning of utterances. 2. There should be some kind of ‘gap’ (i.e. a need to convey information, to express an opinion or to infer meaning). 3. Learners should largely have to rely on their own resources (linguistic and non-linguistic) in order to complete the activity. 4. There is a clearly defined outcome other than the use of language (i.e. the language serves as the means for achieving the outcome, not as an end in its own right).

• Teaching learning process
• Hendry. J (1994) says that there are main lines to develop Task-Based Learning:
• § Thinking carefully about the learners’ linguistic needs and motivation.
• § Developing didactic practices through communicative interaction, oral and writing communication, inside and outside the classroom.
• § Need to provide authentic and contextualise language.
• § Emphasising the learning process.
• § Applying learning strategies and autonomy development.
• § Integral development to communicative skills.

In task-based teaching, the focus is not on grammar or vocabulary, but by helping students develop linguistic strategies for completing the assigned tasks within the constraints of what they know of the target language. It is because the emphasis is on spontaneous, creative language use, whether spoken or written, rather than on absolute accuracy and the assessment is based on task outcome.

The process of task-based learning teaches important skills. Students learn how to ask questions, how to negotiate meaning, how to interact and work within groups. Within this group work, they are able to observe different approaches to problem solving as well as to learn how others think and make decisions.

Pre-task activity

A pre-task phase typically begins a task sequence. The teacher introduces the topic and gives the students clear instructions on what they have to do at the task stage and might help the students to recall some language that may be useful for the task. The tasks are meaningful and relevant so that the students see the reason for doing the task and can see how the task relates to possible situations in their lives outside the classroom. 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 from the guide lines of the teachers and spend time preparing for the task. In a higher-level class, where the grammar and vocabulary have already been introduced, the students might be asked to brainstorm as to what language and linguistic features they would need in order to complete the task successfully.

Task

The students are actively engaged with the task and complete it in pairs or groups using the language resources that they have while the teacher monitors and offers encouragement and intervene when necessary. The task has clear outcomes so that both students and teachers can tell if the task has been successfully completed. The teacher is generally reduced to the role of observer, stepping in only when the students seem to be going too far astray from the assignment at hand.

Post-task activity

Finally, the teacher selects language areas to practice based on the needs of the students and what emerged from the task. The students then do practice activities to increase their confidence and make a note of useful language. This is where the students present their work in some fashion. They might report their findings to the class as a whole. They might perform a dialogue or skit. They might share their written story or video or poster with their classmates. Depending on the goals and the time available, the teacher can ask the students to perform some peer assessment at this point.

Homework assignment

As homework a teacher can ask students to write an essay based on their in-class work. They might write a reflective piece, a self-critique about what they accomplished and learned. They might write an assessment of the others in their group, of the other groups or of the project as a useful learning mechanism. They might turn in their own version of the project, as they would have done it if they could have worked independently, explaining why they would have done things differently had they had the opportunity.

Project work in Task-based Approach

The project work methodology is based on a global approach. Hence this is a proper method to apply. Project work is defined as “A natural method of education connecting students with the real world outside education’s ivory tower” (Skehen.P.2003). Likewise, there is another interesting definition, “The project approach allowed children to develop in their own unique way, to interact actively with others and have hands on experience of the physical world, allowing learning to emerge from an integration of cognitive and social experience” (Stoller F.L. 2002). Furthermore, Vidal.N (1994) says that: A project is an in-depth investigation of a topic worth learning more about. The investigation is usually undertaken by a small group of children within a class, sometimes by a whole class, and occasionally by an individual child. The key feature of a project is that it is a research effort deliberately focused on finding answers to questions about a topic posed either by the children, the teacher, or the teacher working with the children. As with a task-based approach, the language practised in the classroom is not predetermined, but rather derived from the nature of a particular project that students elect to do. This project would follow the same three stages of all projects (based on Fried-Booth 2002):

During the first stage, the teacher sets the stage for students in terms of real-life samples of the projects that they will be doing. Students take on the role of project designers; possibly establish a forum for display or competition. They would work in their class, collaborating with their teacher, to plan and accumulate the background information needed for their designs. They design the content and scope of the project and specific language needs that they might have. They might also devise some strategies for how they would carry out the tasks, such as assigning each other specific roles to fulfil the task.

The second stage typically takes place outside the classroom. It involves the gathering of any necessary information and accumulates the materials necessary for the project. For example, if the students have decided to publish a school newspaper, then this stage might involve conducting interviews, taking photographs, and gathering printed or visual material. It would also include writing up their interviews and laying out, printing, and distributing the first edition of their newspaper. During this stage, students may well use all four skills in a natural, integrated fashion.

In the third and final stage, students review their project. They monitor their own work and receive feedback from the teacher on their performance. At each of these three stages, the teacher will be working with the students, acting as counselor and consultant, not as the project director. By encouraging students to move out of the classroom and into the world, project work helps to bridge the gap between language study and language use. Project work also appeals to both the social and cognitive aspects of learning, which many teachers find important.

Prabhu identified three types of tasks, namely information-gap, an opinion-gap, and a reasoning-gap task.

Information-gap Task

In information-gap activity, students involve the exchange of information among their participants in order to complete a task. In the TBLT lesson, students have to exchange information within their groups in order to complete the schedule. In this task, the class can be divided into groups and each group would consist of 3-4 students. Each group is assigned one theme to collect data, and to report in class. In class, they also have to offer open questions for discussion, answer questions from the teacher about the textbook reading and other relevant issues. At the end, the teacher and other classmates have to give grades to the group based on their presentation and reports.

Opinion-gap Task

An opinion-gap task requires that students express their personal preferences, feelings, or attitudes in order to complete the task. This is a task for students to practice how to debate in English debates. For instance, students might be given a social problem, such as high rate of unemployment, and be asked to come up with a series of possible solutions, or they might be asked to compose a letter of advice to a friend who has sought their counsel about a dilemma. The teacher prepare play cards and the students are divided into groups of five students each. One or two students can be judges. Each member of a group has to pick up one playing card to decide the order of doing debate. The teacher can randomly assign one for-group to debate with one against-group. After that, the teacher gives the topic for 10 minute preparations. At the end the best for-group and against-Group will be elected by the teacher and the students. Their opinion-gap task is a simple one, which involved students’ surveying their classmates about their

most and least favorite subjects.

Reasoning-gap Task

A Reasoning-gap activity requires students to derive some new information by inferring it from information they already have been given. For example the teacher can design writing task for students to do plot constructions. The teacher can show a clip from YouTube first, and then pause, and ask the students to predict, and to write down what will happen next, and the ending of the story. After students complete their writing, the teacher can continue playing the clip to the end. After that, the teacher and students discuss, and compare their prediction, and what happened in the clip. Sometimes the students may be asked to solve a riddle.

Prabhu (1987) feels that reasoning-gap tasks work best since information-gap tasks often require a single step transfer of information, rather than sustained negotiation, and opinion-gap tasks tend to be rather open-ended. Reasoning-gap tasks, on the other hand, encourage a more sustained engagement with meaning, though they are still characterized by a somewhat predictable use of language.

According to Ellis (2009), TBLT tasks can be unfocused or focused:

Unfocused Tasks

Unfocused tasks are tasks designed to provide learners with opportunities for communicating generally. For instance, students have to plan an itinerary for a train trip. Students draw from their own language resources to fulfill the task.

Focused Tasks

Focused tasks are tasks designed to provide opportunities for communicating using some specific linguistic item, typically a grammar structure. For instance, the task to identify the owner of a briefcase left in a taxi. Of course, there is no guarantee that the task will elicit the grammar structure that the task designers intended (Loschky and Bley-Vroman 1993). As with all tasks, focused tasks should be meaningful. For this reason, the target linguistic feature of a focused task is ‘hidden’ (Ellis 2009)

One other distinction that Ellis (2009) makes is between input-providing and output-prompting tasks:

Input-providing Tasks

Input-providing tasks engage learners with the receptive skills of listening and reading. The students completed a schedule with the content that the teacher provided. Input-providing (e.g. ‘listen and do’ tasks) not only work on the receptive skills, but also give teachers an opportunity to introduce new language.

Output-prompting Tasks

Output-prompting tasks stimulate the students to write or speak meaningfully. In our lesson, there was an output-prompting task when students had to share the information on their cards so that their group members could complete a schedule.

Advantages

Task-based language teaching is useful for moving the focus of the learning process from the teacher-centred to the student-centred. A task is helpful in meeting the immediate needs of the learners and provides a frame work for making classes interesting and addresses to the students’ needs. This task gives the students a different way of understanding language as a tool instead of as a specific goal. Task-based approach is activity based and in this approach, students are able to work in a group choosing the topic of their interest. In the process, they design the questionnaire, analyze and interpret the data and finally present the findings in the classroom. Students will have a much more varied exposure to language in this approach and they will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. It can bring teaching from abstract knowledge to real world application. By using this task a natural context is developed from the students' experiences with the language that is personalized and relevant to them. It is a strong communicative approach where students spend much time communicating. In this approach, students acquire the opportunities for meaningful language utilization in their real-life. It is enjoyable and motivating

Conclusion

Task-based language teaching challenges mainstream views about language teaching in that it is based on the principle that language learning will progress successfully if teaching aims simply to create contexts in which the learner’s natural language learning capacity can be nurtured rather than making a systematic attempt to teach the language bit by bit. Ellis (2009) Task-based instruction can help to encourage students to use the target language actively and meaningfully. The underlying assumption of task-based language teaching is that it provides more effective basis for teaching than other language teaching approaches that remains in the domain of ideology rather than practical approach to language teaching.

The pedagogical benefits of task-based teaching of EFL are numerous. Task-based approach has blocked the distance between class and real life and has altered the malpractice in which teachers totally isolated traditional foreign language teaching from real life. Task-based approach assists learners in internalizing language skills in a natural way and shows learners how to sort out the problems that they encounter in real life (Lin, 2009).

Cites Referred

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