Task-based Language Learning2
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Task-Based Language Learning
Prof. Lilian Gómez A. (PhD) Universidad de Concepción [email protected]
Why Task-Based Teaching?
Responsiveness to learners' precisely specified communicative needs Potential for developing functional language proficiency without sacrificing grammatical accuracy Attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned
What is Task-Based Language Teaching (TBLT) ?
TBLT is an embryonic theory of language teaching rooted in cognitive and interactionist SLA theory & research, philosophy, SLA, psycholinguistics, language teaching, curriculum theory, & educational psychology Concerned about what can be done to make language teaching more efficient It proposes the notion of “task” as a
Key Assumption of TBLT
Focus on process rather than product Basic elements are purposeful activities & tasks that emphasize communication & meaning Learners learn language by interacting communicatively & purposefully while working on the task Activities & tasks can be either those that
learners need to achieve in real life
e.g. using the phone
Have a pedagogical purpose specific to the
Key Assumption of TBLT
The difficulty of a task depends on a range of factors including: Previous experience of the learner Complexity of the task Language required to undertake the task Degree of support available
Components of TBT
There are six components of the design, implementation, and evaluation of a genuinely task-based language teaching program: (a) needs and means analysis (b) syllabus design (content & learning outcomes) (c) materials design (d) methodology and pedagogy
What is a Task ?
A communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should have a sense of completeness, being able to stand alone as a communicative act in its
Examples of TBLT materials
Class timetables
Construct timetables with subject names & times
Planning a vacation Deciding where you can go based on a budget Booking a flight Choosing a hotel Booking a room Planning a tour of the city
Programs & Itineraries
Examples of Task Types
Listing Ordering & sorting Comparing Problem solving Sharing personal experiences Creative tasks (Willis, 1996)
Jigsaw tasks Information-gap tasks Problem-solving tasks Decision-making tasks Opinion exchange tasks
Participant Roles STUDENT ROLES Group participant Monitor Risk-taker & innovator
TEACHER ROLES Selector & sequencer of tasks Preparing learners for tasks Consciousness raising
Instructional Materials for TBLT
Pedagogic material
Similar to materials used in collaborative learning, communicative language teaching, small group activities
Realia Newspapers Television Internet Maps, menus, instructional manuals
Examples of task using realia
Newspapers
Television
Ss prepare their weekend entertainment plan using the entertainment section Ss prepare a job-wanted ad using examples from the classified section Ss listen to an infomercial, identify the “hype” words & construct a similar ad w/ them
Internet
Ss conduct a comparative shopping analysis of 3 sellers to buy a book Ss search w/ 3 different search engines to find an inexpensive hotel in Chicago, comparing search times & analyzing the first 10 hits to determine the most useful egine
Example of task design
Pre-task activities
Task activity
Brainstorming, ranking exercises, problem-solving to prepare Ss for roleplays by revealing schemata Ss perform a role-play by negotiating the cued task
Posttask activities
Listen to recordings of native speakers performing the same role-play &
Another example of TBLT
Pre-task Task cycle Task Planning to report Report Post-task listening
Language focus Analysis Practice (Willis, 1996)
TBLT Methodological Principles (MP) & Pedagogic Procedures (PP)
MPs are desirable instructional design features based on theory and research findings, that practitioners must rely on MPs are language teaching universals PPs comprise an infinite range of local options for realizing the principles at the classroom level. PP choice is determined by such factors as
teacher philosophy and preference; learner age, proficiency, literacy level, aptitude and cognitive style; the class of target linguistic features for which the procedures are to be use;
TBLT Methodological Principles Principles
L2 Implementation task-based
Activiti Use tasks, not texts, as the unit of analysis. language teaching es (TBLT; target tasks, MP 1 pedagogical tasks, MP2
Promote learning by doing.
task sequencing)
Input MP 3
Elaborate input (do not simplify; do not rely solely on "authentic" Provide rich texts). (not impoverished) input.
negotiation of meaning; interactional modification; exposure to varied elaboration input sources
MP4
TBLT Methodological Principles Principles
Learnin g Process es MP 6 MP 5
Encourage inductive ("chunk") learning. Focus on form.
MP 7
Provide negative feedback.
L2 Implementation
implicit instruction
attention; formfunction mapping feedback on error (e.g., recasts); error "correction"
TBLT Methodological Principles Principles
L2 Implementation
Respect "learner timing of syllabuses"/develo pedagogical p-mental intervention to processes. developmental Promote negotiation of readiness cooperative/ meaning; collaborative interactional needs analysis; Learners Individualize learning. modification instruction consideration of MP 10 (according to individual communicative differences (e.g., needs, and memory & aptitude) psycholinguistically and learning adapted from Doughty 2000b, 2001b
Learning Processe s MP MP 8 9
TBLT Pedagogic Procedures
Different choices of PPs are potentially justified at different times with the same learners or at the same time with different learners. There is no one right or wrong choice. By way of illustration, let us consider MP 7. There is good evidence, and widespread agreement, that feedback on error is facilitative. "Provide negative feedback," therefore, has the status of a methodological principle in TBLT.
Pedagogic Procedures for MP 7: "Provide negative feedback" Options range from overt and explicit procedures…
…through less intrusive ones…
e.g., use of a rule or explanation delivered in oral, manual, or written mode, in the L1 or L2, or repetition of the correct response, followed by an elicitation move of some sort designed to test for incorporation e.g., teacher "clarification requests" in the absence of any real communication breakdown, designed to elicit learner re-runs with self-repair)
…to covert and implicit ones
e.g., manipulation of input frequency to increase perceptual salience,
Pedagogic Procedures for MP 7: "Provide negative feedback" Different pedagogic procedures for providing negative feedback may be needed for
literate and illiterate learners, for children and adults with the same group of learners for different classes of problematic target-language forms
e.g., free and bound morphology, meaning-bearing and communicatively redundant items, forms that are learnable and unlearnable from positive evidence alone)
While the PPs chosen will vary, all will
Examples of TBLT-Like Materials
Dustin Simulation
Korean TBLT Following Directions Module
Beginning level
Beginning level
smoking prevention program
Advanced level
Selected References
Doughty, C. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language learning and technology, 7, 3, 50-80. Long, M. H. (1985). A role for instruction in second language acquisition: task‑ based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77-99). Clevedon, England: Multilingual Matters.
Prof. Lilian Gómez A. (PhD) Universidad de Concepción [email protected]
Why Task-Based Teaching?
Responsiveness to learners' precisely specified communicative needs Potential for developing functional language proficiency without sacrificing grammatical accuracy Attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned
What is Task-Based Language Teaching (TBLT) ?
TBLT is an embryonic theory of language teaching rooted in cognitive and interactionist SLA theory & research, philosophy, SLA, psycholinguistics, language teaching, curriculum theory, & educational psychology Concerned about what can be done to make language teaching more efficient It proposes the notion of “task” as a
Key Assumption of TBLT
Focus on process rather than product Basic elements are purposeful activities & tasks that emphasize communication & meaning Learners learn language by interacting communicatively & purposefully while working on the task Activities & tasks can be either those that
learners need to achieve in real life
e.g. using the phone
Have a pedagogical purpose specific to the
Key Assumption of TBLT
The difficulty of a task depends on a range of factors including: Previous experience of the learner Complexity of the task Language required to undertake the task Degree of support available
Components of TBT
There are six components of the design, implementation, and evaluation of a genuinely task-based language teaching program: (a) needs and means analysis (b) syllabus design (content & learning outcomes) (c) materials design (d) methodology and pedagogy
What is a Task ?
A communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should have a sense of completeness, being able to stand alone as a communicative act in its
Examples of TBLT materials
Class timetables
Construct timetables with subject names & times
Planning a vacation Deciding where you can go based on a budget Booking a flight Choosing a hotel Booking a room Planning a tour of the city
Programs & Itineraries
Examples of Task Types
Listing Ordering & sorting Comparing Problem solving Sharing personal experiences Creative tasks (Willis, 1996)
Jigsaw tasks Information-gap tasks Problem-solving tasks Decision-making tasks Opinion exchange tasks
Participant Roles STUDENT ROLES Group participant Monitor Risk-taker & innovator
TEACHER ROLES Selector & sequencer of tasks Preparing learners for tasks Consciousness raising
Instructional Materials for TBLT
Pedagogic material
Similar to materials used in collaborative learning, communicative language teaching, small group activities
Realia Newspapers Television Internet Maps, menus, instructional manuals
Examples of task using realia
Newspapers
Television
Ss prepare their weekend entertainment plan using the entertainment section Ss prepare a job-wanted ad using examples from the classified section Ss listen to an infomercial, identify the “hype” words & construct a similar ad w/ them
Internet
Ss conduct a comparative shopping analysis of 3 sellers to buy a book Ss search w/ 3 different search engines to find an inexpensive hotel in Chicago, comparing search times & analyzing the first 10 hits to determine the most useful egine
Example of task design
Pre-task activities
Task activity
Brainstorming, ranking exercises, problem-solving to prepare Ss for roleplays by revealing schemata Ss perform a role-play by negotiating the cued task
Posttask activities
Listen to recordings of native speakers performing the same role-play &
Another example of TBLT
Pre-task Task cycle Task Planning to report Report Post-task listening
Language focus Analysis Practice (Willis, 1996)
TBLT Methodological Principles (MP) & Pedagogic Procedures (PP)
MPs are desirable instructional design features based on theory and research findings, that practitioners must rely on MPs are language teaching universals PPs comprise an infinite range of local options for realizing the principles at the classroom level. PP choice is determined by such factors as
teacher philosophy and preference; learner age, proficiency, literacy level, aptitude and cognitive style; the class of target linguistic features for which the procedures are to be use;
TBLT Methodological Principles Principles
L2 Implementation task-based
Activiti Use tasks, not texts, as the unit of analysis. language teaching es (TBLT; target tasks, MP 1 pedagogical tasks, MP2
Promote learning by doing.
task sequencing)
Input MP 3
Elaborate input (do not simplify; do not rely solely on "authentic" Provide rich texts). (not impoverished) input.
negotiation of meaning; interactional modification; exposure to varied elaboration input sources
MP4
TBLT Methodological Principles Principles
Learnin g Process es MP 6 MP 5
Encourage inductive ("chunk") learning. Focus on form.
MP 7
Provide negative feedback.
L2 Implementation
implicit instruction
attention; formfunction mapping feedback on error (e.g., recasts); error "correction"
TBLT Methodological Principles Principles
L2 Implementation
Respect "learner timing of syllabuses"/develo pedagogical p-mental intervention to processes. developmental Promote negotiation of readiness cooperative/ meaning; collaborative interactional needs analysis; Learners Individualize learning. modification instruction consideration of MP 10 (according to individual communicative differences (e.g., needs, and memory & aptitude) psycholinguistically and learning adapted from Doughty 2000b, 2001b
Learning Processe s MP MP 8 9
TBLT Pedagogic Procedures
Different choices of PPs are potentially justified at different times with the same learners or at the same time with different learners. There is no one right or wrong choice. By way of illustration, let us consider MP 7. There is good evidence, and widespread agreement, that feedback on error is facilitative. "Provide negative feedback," therefore, has the status of a methodological principle in TBLT.
Pedagogic Procedures for MP 7: "Provide negative feedback" Options range from overt and explicit procedures…
…through less intrusive ones…
e.g., use of a rule or explanation delivered in oral, manual, or written mode, in the L1 or L2, or repetition of the correct response, followed by an elicitation move of some sort designed to test for incorporation e.g., teacher "clarification requests" in the absence of any real communication breakdown, designed to elicit learner re-runs with self-repair)
…to covert and implicit ones
e.g., manipulation of input frequency to increase perceptual salience,
Pedagogic Procedures for MP 7: "Provide negative feedback" Different pedagogic procedures for providing negative feedback may be needed for
literate and illiterate learners, for children and adults with the same group of learners for different classes of problematic target-language forms
e.g., free and bound morphology, meaning-bearing and communicatively redundant items, forms that are learnable and unlearnable from positive evidence alone)
While the PPs chosen will vary, all will
Examples of TBLT-Like Materials
Dustin Simulation
Korean TBLT Following Directions Module
Beginning level
Beginning level
smoking prevention program
Advanced level
Selected References
Doughty, C. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language learning and technology, 7, 3, 50-80. Long, M. H. (1985). A role for instruction in second language acquisition: task‑ based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77-99). Clevedon, England: Multilingual Matters.
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