TASK BASED LEARNING:

Background:

Task-Based Language Teaching (TBLT), as we know it today, was first developed in the
1980s by N Prabhu, a teacher and researcher in Bangalore, South India.
TBLT emerged as a result of applied linguists' and language teachers' dissatisfaction with
traditional methods in which language was predominantly taught explicitly and
decontextualized as a system of rules and elements such as grammar and vocabulary.

Based on the constructivist theory of learning and communicative language teaching

methodology, the task-based viewpoint of language teaching has emerged in response to
some constraints of the traditional PPP approach, denoted by the process of presentation,
practice, and performance.

Definition:

TBL (Task-based learning), or TBLT (Task-based language teaching) is an approach in

which learning is about the completion of meaningful tasks which is promoted through
performing a series of activities as steps. By doing so, the language is used immediately in
the real-world context of the learner, making learning authentic. In a TBL framework the
language needed is not pre-selected and given to the learners who then practise it but rather
it is decided by the learners with help from the facilitator, to meet the demands of the
activities and task.
The focus of attention is upon a final task. This task is defined as the result that is authentic
to the needs of the learners.

Task-Based Methodology
Just as important as tasks, task-based methodology is the way in which teachers implement
tasks, set learners up to perform the tasks successfully, and manage learners’ attention to
form meaningful connections .

A task based learning lesson:

A lesson based on this method usually starts with input from reading or listening. The
learners are then required to complete the task through speaking or writing. It is therefore a
very meaningful way to practise reading and writing and also combines these skills with
speaking and listening.

The best way to integrate a task-based approach is by going from topics to tasks. Topics are
relevant to the students' lives and make a sequence of different tasks easily. In order to raise
awareness, teachers can not merely choose a topic from the textbook, examination papers,
or social contexts but can also ask students to suggest their own topics from a list given by
the teacher.

Phases of TBL learning:

 ● Pre task: the focus of the stage is to engage the learners, set expectations and give
instructions.
This is where teachers introduce the task, contextualizes the topic of the lesson,
raises students’ interest and prepares learners to perform the task. It is extremely
important that students understand the objectives of the task during this phase.

● The Task cycle: The focus of this stage is fluency, using the language to
communicate without falling into source language unless it is needed.The goal of
tasks is to create a real purpose for language use in which learners interact
communicatively.

In this stage, learners perform the task proposed. They are supposed to perform the
task in small groups or pairs, and use their existing knowledge of language to
express themselves in a spontaneous way. And as we know, as the focus is
communication, the teacher is not supposed to carry out extensive error correction at
this stage, but should monitor and provide support.
When students finish performing the task, they need to plan how they are going to
report it to the rest of the class or to other groups. And finally, students report the
outcome of the task to other students.
Here we have 3 sub phases
task: Students do the task in pairs or small groups. Teacher monitors; mistakes do not
matter.
Planning: Students prepare to report. Accuracy is important, so the teacher stands by and
gives advice. Each pair practices their responses to give to the class.
Report: Students exchange or present report. Teacher listens and then comments. All pairs
present their answers to the class.

● Post Task or Language Focus: The aim for this stage is accuracy, reflecting on
completed work and analyzing it.

Analysis:Students examine then discuss

Practice:Teacher conducts practice of new words.

Feedback and evaluation: The facilitator may wish to conduct a feedback session
to discuss the success of the task and consider suggestions for improving it.
Furthermore, evaluation of the task will provide useful information for facilitators
when planning further tasks.
Reflection upon task realization: Was it useful ?Was it enjoyable?
Language reflection: possible further input. Here teachers make the Error correction
and learners reflect by listening to the feedback.

Teacher and Students' Roles when Engaging in Task-Based Learning:

Teacher and students' roles change within a task-based approach. TBL presents
learning and teaching as collaborative work.
Teacher Roles:
Teachers address students' needs and interests by becoming facilitators.
They engage in Task-Based Learning to promote real language use; when doing so, they
become leaders and organizers of discussion, managers of group or pair work, motivators to
engage students in performing a task and language experts to provide language feedback
when needed.

Students Roles:
Classes are student-centered. The role of the students is far from being one of the passive
people of comprehensible input; students are now seen to take the leading role in their own
learning where students take the main part in the learning process.
Learners are autonomous to negotiate course content or to choose linguistic forms when
performing a task. Negotiation is done by providing options for the learners; for example, the
teacher may suggest a series of topics and students decide which one to begin with.
Learners are also group participants. Many of the tasks are done in pairs or groups which
will require adaptation for those students used to working individually or those used to whole
class instruction. Another role for learners is the one of risk takers. Students constantly face
challenges that involve the use of the target language. Students need to make the most of
every opportunity to develop language while performing the task.

Why is task-based learning important?

● Task based learning has the advantage of getting students to use their skills at their
current level, developing language through its use. It has the advantage of placing
the focus of students toward achieving a goal where language becomes a tool,
making the use of language a necessity.
Students solve tasks that are relevant and interesting to them. In order to solve the
task, they need to use the target language they’re learning to communicate with their
peers.

● Task-based learning is especially helpful to group learning. Learning a language as a

group contributes to effective retention. Collaborating with others and becoming
confident with the language within a group is a key step in acquiring that language.
Also, receiving positive feedback from peers and teachers increases confidence and
motivation to learn and to communicate with others.

● This type of learning deepens students’ understanding of the language because the
realistic context in which they’re learning the language is relevant to their personal
lives. It’s a good idea to ask your students about their hobbies and preferences at the
beginning of a course so that you can include their interests in the tasks you set.

Advantages:

● It motivates learners because tasks are real, interactive and require them to work in
groups which they prefer
● It appeals to different learning styles
● Classes are student-centered.
 ● It practices reading and writing meaningfully
● It can combine reading and writing with other skills.
● TBLT provides the opportunity for ‘natural’ learning within the classroom context.
● It is consistent with a learner-focused educational philosophy but also gives
permission for teacher input and guidance.
● It contributes to the improvement of communicative fluency while not disregarding
accuracy.

Criticism:
The last criticism of a TaskBased approach is the apparent lack of focus on grammar. As has
been stated and seen, there is a focus on form; it is just not the main point and it is
influenced by the students’ needs.
The difficulties of following a Task-Based Learning approach lay in teachers’ and students’
attitudes. Facilitators need to be prepared to use language as a means not as an end. Also,
teachers have to differentiate real tasks from basic class activities. Furthermore, It can take
longer to plan.

Why try it in your class?

It replaces the “traditional” classroom with real-life situations that allow them to answer or
solve real problems. By mimicking a real-life situation, such as having a job interview or
taking out a phone contract, learners can safely use all the resources they have at their
disposal to meet their communicative needs. The teacher’s role is to prepare, guide, and
support their class to help them understand and practice the language needed for the task.
With their teacher’s support, learners can experiment and immerse themselves in their
studies, while working on the correctness of the language used.

Types of tasks:
LISTING: is a strategy which writers use to write ideas about their chosen topic as they
come. You can list people, places, things, actions, reasons, everyday problems, things to do
in various circumstances, etc.

For example:

BRAINSTORMING: is a method of generating ideas and sharing knowledge

to solve a particular commercial or technical problem, in which participants are encouraged
to think without interruption. Brainstorming is a group activity where each participant shares
their ideas as soon as they come to mind.

FACT-FINDING: a method of labor dispute resolution in which an impartial

factfinder holds hearings and from the evidence gathered makes determinations as to the
facts and issues of the dispute and sometimes makes recommendations for resolution

GAMES BASED ON LISTING: Quizzes, memory and guessing.

ORDERING AND SORTING: This can be sequencing, ranking or classifying.

COMPARING AND CONTRASTING: Comparison tasks can be based on two quite similar
texts or pictures or places or events, etc. that learners have experience of. Learners can also
compare their own work with that of another learner or another pair or group

For example:

Games finding similarities and differences

Graphic organizers

PROBLEM-SOLVING TASKS:

For example:

Logic problem prediction

PROJECTS AND CREATIVE TASKS:

For example:

Newspaper

Posters

Survey fantasy

SHARING PERSONAL EXPERIENCES: Activities where learners are asked to recount their
personal experiences.

For example:

Storytelling
 Anecdotes

Reminiscences

MATCHING: You can match captions / texts / recorded extracts to pictures, short notes or
headlines to longer texts, e.g. news items, etc.

Words and phrases to pictures

A TASK MODEL