Task-based language learning

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Task-based language learning
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Definition

• Task-based language learning (TBLL), also known
  as task-based language teaching (TBLT) or
  task-based instruction (TBI) focuses on the use
  of authentic language and on asking students to
  do meaningful tasks using the target language.
  Such tasks can include visiting a doctor,
  conducting an interview, or calling customer
  service for help. Assessment is primarily based
  on task outcome (in other words the appropriate
  completion of tasks) rather than on accuracy of
  language forms. This makes TBLL especially
  popular for developing target language fluency
  and student confidence.

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The core

• The core of the lesson is the task. All parts of
  the language used are deemphasized during the
  activity itself, in order to get students to
  focus on the task.

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Pre-task

• In the pre-task, the teacher will present what
  will be expected of the students in the task
  phase. Additionally, the teacher may prime the
  students with key vocabulary or grammatical
  constructs, although, in "pure" task-based
  learning lessons, these will be presented as
  suggestions and the students would be encouraged
  to use what they are comfortable with in order to
  complete the task. The instructor may also
  present a model of the task by either doing it
  themselves or by presenting picture, audio, or
  video demonstrating the task.

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Task

• During the task phase, the students perform the
  task, typically in small groups, although this is
  dependent on the type of activity.
• the teacher's role is typically limited to one of
  an observer or counselor.

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Planning

• Having completed the task, the students prepare
  either a written or oral report to present to the
  class. The instructor takes questions and
  otherwise simply monitors the students

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Report

• The students then present this information to the
  rest of the class. Here the teacher may provide
  written or oral feedback, as appropriate, and the
  students observing may do the same.

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Advantages

• Task-based learning is advantageous to the
  student because it is more student-centered,
  allows for more meaningful communication, and
  often provides for practical extra-linguistic
  skill building.
• Furthermore, as the tasks are likely to be
  familiar to the students (eg visiting the
  doctor), students are more likely to be engaged,
  and motivated.

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Disadvantages

• There have been criticisms that task-based
  learning is not appropriate as the foundation of
  a class for beginning students.
• Others claim that students are only exposed to
  certain forms of language, and are being
  neglected of others, such as discussion or
  debate.

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2. CLIL and TBL together How can tasks
help?

• There is a rich literature on TBL which can be
  applied to the problems of CLIL .
• Tasks have to be about something and Content can
  provide the topics.
• Content has be broken down into activities that
  learners can engage with, and these fit our
  definition of a Task.

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CLIL through Tasks

• Do Coyle lists Task design in her curriculum
  planning model and stresses the need for a
  strategy for promoting genuine communication in
  the FL if learning is to take place.
• Tasks can be the main strategy
• She adds The CLIL environment demands a level
  of talking and interaction that is different from
  the traditional language classroom.
• Tasks provide opportunities for genuine
  communication and rich meaning-focused interaction

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Characteristics of effective tasks

• have a primary focus on meaning
• have a clear outcome for learners to achieve
• relate as far as possible to real world
  activities
• engage learners interest

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2.2.1. Task-based learning
? Activity / task / project ? Final product ?
Activity sequence / integrated activity
description
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2.2.1. Task-based learning
Mathematics Elaborar e interpretar informaciones
estadísticas teniendo en cuenta la adecuación de
las tablas y gráficas empleadas y analizar si los
parámetros son más o menos significativos. 3rd
year ESO
Social Sciences Analizar el crecimiento de las
áreas urbanas, la diferenciación funcional del
espacio urbano y alguno de los problemas que se
les plantean a sus habitantes, aplicando este
conocimiento a ejemplos de ciudades españolas.
2nd year ESO
Natural Sciences Interpretar algunos fenómenos
naturales mediante la elaboración de modelos
sencillos y representaciones a escala del sistema
solar y de los movimientos relativos entre la
luna, la tierra y el sol. 1st year