TBL - Task-based learning

Lý luận dạy học tiếng Anh (Trường Đại học Sài Gòn)

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 TASK-BASED LEARNING

WHAT IS TASK BASED LEARNING?

Task-based learning is a different way to teach languages. It can help students by placing them in real-life
situations, where oral communication is essential for doing a specific task. 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.

Why choosing TBL as a language teaching method? We have to ask ourselves this question, because if
we, as language teachers, don’t know which method we are teaching, or if we do not think about
teaching methodology in relation to the different types of learners, levels materials and last but not least
to the learning process of the individual learner, we might as well not teach!

Therefore, when we choose TBL, there should be a clear and defined purpose for that choice. Having
chosen TBL as language teaching method, the teacher thereby recognizes that “teaching does not and
cannot determine the way the learner’s language develop” and that” teachers and learners cannot simply
choose what is to be learned”. The elements of the target language do not simply slot into place in a
predictable order. This means that we, as teachers, have to let go of the control of the learning process.

In TBL, the learner should be exposed to as much of the foreign language as possible in order to merely
observe the foreign language, then hypothesize over it at the individual level and finally experiment with
it. One clear purpose of choosing TBL is to increase learner activity, TBL is concerned with learner and
not teacher activity and the teacher is responsible for producing and supplying different tasks which will
give the learner the opportunity to experiment spontaneously, individually and originally with the foreign
language. Each task will provide the learner with new personal experience with the foreign language and
at this point the teacher has a very important part to play. He or she must take responsibility for the
consciousness raising process, which must follow the experimenting task activities. The consciousness
raising part of TBL is crucial for the success of the method, it is here that the teacher must help learners
to recognize differences and similarities, help them to correct, clarify and deepen their perceptions of the
foreign language. All in all, TBL is language learning by doing.

WHAT IS A TASK?
“Tasks are activities where the target language is used by the learner for a communicative purpose (goal)
in order to achieve an outcome”. As defined by Willis, this means a task can be anything from doing a
puzzle to making an airline reservation. A task-based approach to language: (1) allows for a needs
analysis to be matched to identified student needs; (2) is supported by the research findings of
classroom-centered language learning; (3) allows evaluation to be based on testing referring to task-
based criteria; (4) allows for form-focussed instructions. So, we should select topics which will motivate
learners, engage their attention and promote their language development as efficiently as possible.

WHAT ARE THE ADVANTAGES OF TBL?

Task based learning is useful for moving the focus of the learning process from the teacher to the
student.
• It gives the student a different way of understanding language as a tool instead of as a specific
goal.
• It can take teaching from abstract knowledge to real world application.
• A task is helpful in meeting the immediate needs of the learners and provides a framework for
creating classes that are interesting and that can address student needs.

THE STRUCTURAL FRAMEWORK OF TBL

The diagram below can be used to portray the TBL cycle

The table clearly shows three stages: pre-task, task cycle and language focus. During the pre-task stage
the teacher identifies and introduces the topic and learners feel motivated to perform the task. The
teacher recalls and activates existing knowledge by exploring the topic and highlighting useful words and

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phrases which might be needed during task performance. The second stage, task cycle, gives learners
the opportunity to perform real world tasks with the teacher's monitoring. It is advisable to have students
work in pairs or in small groups at this stage. Also, while planning, the teacher should provide all the
necessary input by acting as a facilitator. Learners plan how to present the outcome of their work,
generally by exchanging and comparing final products. Students report the conclusions they have
reached. The final stage, language focus, places emphasis on language features used during the two
previous stages. The language focus provides opportunities for students to analyse and practice specific
linguistic features arising from task. All in all, Task-Based Learning moves from fluency to accuracy and
fluency again, which demonstrates that although form is important, it is not the central part of the task
model.

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. Classes are student-centered. Teachers address students' needs and interests by
becoming facilitators. According to Willis and Willis (2007), teachers who engage in Task-Based Learning
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. The main issues here are the degrees to which the teacher is
responsible for content. The role of the students is far from being one of the passive recipients of
comprehensible input; students are now seen to take the leading role in their own learning. Van den
Branden (2006) agrees with the fact that task-based lessons are student-centered, which means 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. Richards and Rodgers (2004) say that both teachers and learners in Task-
Based Learning are responsible for the development of classroom interaction.

TASK BASED LESSONS

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 feasible. In order to raise awareness, teachers
can not merely choose a topic from the textbook, examination papers, or social contexts but can also ask
pupils to suggest their own topics from a list given by the teacher. When the topic has been chosen,
teachers can set up different types of tasks which are classified according to cognitive process

SAMPLE LESSON PLAN

SAMPLE OF A LESSON
Topic: Celebrations
Time: 60 minutes
Level: high intermediate
Task-based speaking: This is a speaking lesson on the theme of organizing a celebration. Students,
in groups, will plan a celebration
PRE-TASK
Introduction to topic and tasks (10 mins)
Aim: to introduce the topic of celebration and to give the class exposure to language related to
them. It is important to highlight new words and phrases. (
Priming: Show students pictures of a celebration. For example, photographs of the family
celebrating Christmas or someone’s birthday.
Tell how the celebration went. Use the picture to provide as many details as possible.
When you finish sharing your personal experience, distribute a card with the following questions
and have students answer them:
• When was your last family celebration? (Phú)
 • Which are some of the special occasions you celebrate with family and friends? (Uyên)
• What is your favorite celebration with friends and family? (Vy)
• What was the last celebration you had with your family or friends? How was it?
• What details make a celebration a success? (Thành)
• Do you remember an especially happy celebration with friends or family? What happened?
TASK CYCLE
Task Planning Report
Tell students, in groups of four, Students plan the chosen The classroom is divided.
that they will plan a celebration celebration. For example, Each group is assigned a
including all aspects around it Christmas, Halloween, Birthday place in the classroom to
like invitation cards, and/or a or 4th of July. Students prepare decorate and provide the
newspaper article to report all to report. It is advisable to environment for their
the facts about the celebration. check how roles and celebration. Students present,
Give some minutes to think it assignments are distributed classmates listen and
over. The group discuss within the groups. Everybody participate in their celebration.
possibilities for a celebration, needs to be involved. Accuracy They can ask after the
brainstorm vocabulary (e.g. is important so the teacher presentation. Teacher gives
kinds of celebrations, objects stands by and provides feedback on the content and
used for certain celebration. feedback to each one of the quickly comments. Students
Give rubrics at this point so groups. Homework is to be voted and choose the best
students know how they will ready to report next class. celebration.
be assessed. The teacher
monitors and answers
questions
LANGUAGE FOCUS
Analysis Practice
Write sentences given by students on the board. Option A (in the classroom): Exit card: in
Highlight language you want to address (giả vờ pairs. Each student asks two questions about
nói sai). Students review phrases in context and one of the celebrations.
take notes of the language they need Option B (at home): Teacher assigns
homework to practice new words or structures
EVALUATION
Student complete the Task Evaluation Form

When using the previous task-based lesson, learners are more motivated and engaged in the learning
process. Learners make decisions according to their interest which ends in meaningful learning. For
example, during the pre-task phase they talk about their own celebrations and ask about their
classmate's which make them appropriate to learn with. Learners are more responsible for their own
learning which will end in autonomy. Although there is time for writing, students will be focused on
speaking activities.