What is task-based language teaching?

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What is task-based language teaching?

• David Nunan
• The English Centre
• University of Hong Kong

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Overview

• TBLT - Theoretical/conceptual considerations
• A framework for TBLT
• Examples
• Syllabus design considerations
• A pedagogical sequence for introducing tasks

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Theoretical/conceptual considerations

• Traditional synthetic approaches
• Different parts of the language are taught
  separately and step by step so that acquisition
  is a process of gradual accumulation of parts
  until the whole structure of language has been
  built up. (Wilkins, 1976 2)

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Theoretical/conceptual considerations

• Communicative analytical approaches
• Prior analysis of the total language system
  into a set of discrete pieces of language that is
  a necessary precondition for the adoption of a
  synthetic approach is largely superfluous.
  Such approaches are organized in terms of the
  purposes for which people are learning language
  and the kinds of language that are necessary to
  meet these purposes. (Wilkins, 1976 13)

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A Framework for TBLT
Real-world / target tasks
Pedagogical tasks
Enabling skills
Rehearsal tasks
Activation tasks
Language exercises
Communicative activities
Nunan, D. 1999. Second Language Teaching and
Learning. Boston Heinle / Thomson Learning
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Examples

• Real world task
• Call the airline and reconfirm a reservation you
  have. Check other details, such as time of
  departure, and time you have to be at the
  airport.

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Examples

• Rehearsal task
• Write your resume and exchange it with another
  student. Study the positions available
  advertisements in the newspaper and find a job
  that would be suitable for your partner.

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Examples

• Activation task
• Work with three other students. You are on a ship
  that is sinking. You have to swim to a nearby
  island. You have a waterproof container, but can
  only carry 20 kilos of items in it. Decide which
  of the following items you will take. (Remember,
  you cant take more than 20 kilos with you.)
• (cont)

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Examples

• Activation task (cont)

Axe (8 kilos) Box of novels and magazines (3 kilos)
Cans of food (500 grams each) Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams)
Bottles of water (1.5 kilos each) Medical kit (2 kilos.)
Short-wave radio (12 kilos) Portable CD player and CDs (4 kilos.)
Firelighting kits (500 grams each) Rope (6 kilos).
Notebook computer (3.5 kilos) Waterproof sheets of fabric (3 kilos each.)
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Examples

• Enabling skills
• Teach vocabulary
• Comedies, horror films, action movies, romances,
  thrillers, dramas
• Teach structures
• What kind of movies do you like?
• I like_____________.
• Do you like__________?
• Yes, I do.
• No, I dont.

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Examples

• Language exercise
• Fill in the blanks with these words
• boring, romance, Annie McDowell, Chocolate and
  Roses
• _______ is a terrible actress. Her new movie
  is _______. Its a ______, but its also
  extremely ________.

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Examples

• Communicative activity
• Find someone who .

Likes Doesnt like
Thrillers .
Comedies .
Romances .
Action movies .
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Syllabus design considerations
Tasks
Macrofunctions
Microfunctions
Grammar
Look at the map. You are at the hotel. Ask your
partner directions to the bank.
Exchanging goods and services
Asking for and giving directions
Wh-questions. Imperatives
You are having a party. Tell your partner how to
get from the school to your home.
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Syllabus design considerations
Grammar
Tasks
Macrofunctions
Microfunctions
Role play. You are in a clothing store and have
150 to spend. Look at the clothing items on the
worksheet. Find out the prices, and decide what
to buy.
Exchanging goods and services
Asking about and stating prices
How much / how many Yes/no questions
Listen to the automated ticketing service for
Whats on around town this weekend. Make a list
of movies, and concerts and how much they cost.
Work with three other students and decide where
to go.
Group work discussion and decision-making task.
Look at a set of to let ads., and decide on the
most suitable place to rent.
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Syllabus design considerations
Tasks
Macrofunctions
Microfunctions
Grammar
You are at a party. Introduce your partner to
three other people.
Socializing
Exchanging personal information
Stative verbs Demonstrative This
Role play. You are taking part in a job
interview. Your partner will ask you about
yourself. Answer his / her questions.
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A target task

• Group work discussion and decision making
  task. Look at a set of to let ads., and decide
  on the most suitable place to rent.

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A pedagogical sequence for introducing tasksStep
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Step 1
Example
Create a number of schema building tasks that
introduce initial vocabulary, language and
context for the task.
Look at newspaper advertisements for renting
accommodation. Identify key words (written as
abbreviations), and match people with
accommodation.
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Step 2
Step 2
Example
Give learners controlled practice in the target
language vocabulary, structures and functions.
Listen to a model conversation between two people
discussing accommodation options and practice the
conversation.Practice again using information
from the ads. In step 1.
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Step 3
Step 3
Example
Give learners authentic listening practice.
Listen to several native speakers inquiring about
accommodation and match the conversations with
newspaper ads.
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Step 4
Step 4
Example
Focus learners on linguistic elements e.g.
grammar and vocabulary
Listen again to conversations and note intonation
contours. Use cue words to write complete
questions and answers involving comparatives
(cheaper, closer, more spacious etc.)
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Step 5
Step 5
Example
Pair work information gap role play. Student A
play the part of a potential tenant. Make a note
of needs and then call rental agent. Student B
plays the part of a rental agent. Use ads., and
offer partner suitable accommodation.
Provide freer practice.
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Step 6
Step 6
Example
Pedagogical task
Group work discussion and decision making task.
Look at a set of ads., and decide on the most
suitable place to rent.
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Principles of TBLT - Scaffolding

• Scaffolding
• Lessons and materials should provide supporting
  frameworks within which the learning takes place.
  At the beginning of the learning process,
  learners should not be expected to produce
  language that has not been explicitly taught.

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Principles of TBLT- Task dependency- Recycling

• Task dependency
• Within a lesson, one task should grow out of, and
  build upon the ones that have gone before.
• Recycling
• Recycling language maximizes opportunities for
  learning and activates the organic learning
  principle.

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Principles of TBLT - Active learning-
Integration

• Active learning
• Learners learn best by actively using the
  language they are learning.
• Integration
• Learners should be taught in ways that make clear
  the relationships between grammatical form,
  communicative function, and semantic meaning.

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Principles of TBLT- Reproduction to creation

• Reproduction to creation
• In reproductive tasks, learners reproduce
  language models provided by the teacher, the
  textbook or the tape. These tasks are designed to
  give learners mastery of form, meaning and
  function, and provide a basis for creative tasks.
  In creative tasks, learners are recombining
  familiar elements in novel ways.

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Principles of TBLT- Reflection

• Reflection
• Learners should be given opportunities to reflect
  on what they have learned and how well they are
  doing.