Task-Based Language Teaching: Theoretical Concepts

Task-Based Language Teaching:Theoretical Concepts

Grace Chin-Wen Chien 簡靜雯chinwenc@ms24.hinet.net

August 21, 2012

Activity 1: Clock Partners

Introduce yourself to your partners: . your name. school and grade level that you teach. highlight of your summer vacation

Activity 1: Clock Partners

_______ _______ ________ _________

Objectives

1. I can get to know my colleagues and help develop a safe learning environment2. I can identify the key theoretical knowledge of task-based language teaching.3. I will have a list of references on task-based language teaching.

Activity 2: KWLK: What I know W: What I want to know L: What I learned

Task-based language teaching

1. A needs-based approach to content selection2. An emphasis on learning to communicate through interaction in the target language3. The introduction of authentic texts into the learning situation

Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.

Task-based language teaching

4. The provision of opportunities for learners to focus not only on language but also on the learning process itself5. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning6. The linking of classroom language learning with language use outside the classroom

Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.

Activity 3: Anticipation Guide

1. Read these three statements. Are they correct or false?2. Talk to your partner and discuss your answer.3. Read the article and find the answers from the article.Mangubhai, F. (2006). What do we know about learning and teaching second languages:

Implications for teaching. The Asian EFL Journal Quarterly, 8(3), 46-68.

Activity 3: Anticipation GuideBefore reading Pair discussion After reading

1. There is an emphasis on learning to communicate through interaction in the target language.

2. Students need both real-world tasks and pedagogical tasks under TBLT.

3. In TBLT, teachers should not teach grammar and forms.

Activity 4: Tasks?

1. Write down your definition of “tasks.”2. Gallery Walk on partners’ definitions of tasks.

Defining Tasks

Long (1985) “a target task”A piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighting a patient, sorting letters, making a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by task is meant the hundred and one things people do in every day life, at work, at play, and in between.

Defining TasksRichards (1986: 289) “a pedagogical task”..an activity or action which is carried out as the result of processing or understanding language. For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative. Since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.

Defining Tasks

Breen (1987:23) “a pedagogical task”Any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. Task is therefore assumed to refer to a range of workplans which have the overall purposes of facilitating language learning-from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision-making.

Defining Tasks

Skehan (1998): five key characteristics of a task1. Meaning is primary2. There is some sort of relationship to comparable real-world activities3. Task completion has some priority4. The assessment of the task is in terms of outcome

Task Types (1). Problem-solving. Decision-making. Information gap. Opinion-gap, opinion exchange. Comprehension-based. Sharing personal experiences, attitudes, and feelings. Narrative. Question-and-answer. Role-play, simulations. Structured and semi-structured dialogues. Reasoning-gap

Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.

Task Types (2)

. Picture stories

. Puzzles and games

. Interviews

. Discussions

. Debate

. Everyday functions, e.g. telephone conversations

Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.

Willis’ (1996) Task-Based Model

1. Pre-task: introduction to the topic and task2. Task cycle. Task planning. Doing the task. Preparing to report on the task. Presenting the task report3. Language focus- analysis and practice

Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.

Stages

Phase Examples of optionsPre-task . Framing the activity

. Planning time

. Doing a similar taskDuring the task

. Time pressure

. Number of participantsPost-task . Learner report

. Consciousness-raising

. Repeat task

Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.

Sample 1: Organizing a welcome dinner

Step 1 Students organize the group of international students around three dinner tables. For example, a student might say: “On table 1, Andrew Smith and Sandra Mogambe sit next to each other, because they both speak Spanish and collect butterflies.”

Step 2 Students listen to new information about the students given to them by their Spanish teachers and if necessary rearrange students at the tables.

Step 3 Students provide some personal information about themselves. Then they choose a student from their own group, who also wants to attend the welcome dinner, and select a table for this student.

Step 4 Now you are going to revise your distribution and write a brief report.

Step 5 A representative from each group presents their report and justifies the group decision.

Step 6 The groups and the teacher compare the results.

Branden, K. V. D., Gorp, K. V., & Verhelst, M. (2007)(Eds.). Tasks in action: Task-based language education from a classroom-based perspective. Newcastle, UK: Cambridge Scholars Press.

Nunan’ (2004) Task-Based Syllabus

Six stages1. Schema building2. Controlled practice embedded in a context3. Authentic receptive skill work4. A focus on form (lexical or grammatical)5. Free practice6. The task itself

Oxford, E. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-114.

A Framework for Task-Based Course Design

Ellis, R. (2003). Designing a task-based syllabus. RELC, 34(1), 64-81.

Tasks1. Selection task types, themes, topics2. sequencing

Language1. forms2. functions

Task-based syllabus. Unfocused . focusedtasks tasks

Teaching materials Task workplans

Activity 5: Pass the Questions

1. Write down one question on the front and the

answer on the back of the card.2. Read the question to your partner and ask him/her to answer it.3. Switch the roles.4. Exchange the cards.

Activity 6: Jigsaw Reading on Principles

1. Get together in your number groups. Read one of the assigned principles and summarize the main points.2. Work in your color group. Share your understanding of the assigned principles.

Activity 6: Jigsaw Reading on Principles

Principles Notes

Principle 1: Use tasks as an organizational principle

Principle 2: Promote learning by doing

Principle 3: Input needs to be rich

Principle 4: Input needs to be meaningful, comprehensible,and elaborated

Principle 5: Promote cooperative and collaborative learning

Principle 6: Focus on form

Principle 7: Provide error corrective feedback

Principle 8: Recognize and respect affective factors of learning

Branden, K. V. D. (2006). Task-based language education : from theory to practice. Cambridge, NY: Cambridge University Press.

Branden, K. V. D. (2006). Task-based language education : from theory to practice. Cambridge, NY: Cambridge University Press.

Branden, K. V. D., Gorp, K. V., & Verhelst, M. (2007)(Eds.). Tasks in action: Task-based language education from a classroom-based perspective. Newcastle, UK: Cambridge Scholars Press.

Eckerth, J., & Siekmann, S. (2008). Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives. Frankfurt: Peter Lang.

Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge, NY: Cambridge University Press.

Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan.

Geglar, D., & Hunt, A. (2002). Ch 9. Implementing task-based language teaching. In J. Richards & W. A. Renandya (Eds). Methodology in language teaching. Cambridge, NY: Cambridge University Press.

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford, UK: Oxford University Press.

Journal Articles

Adams, R. (2009). Recent publications on task-based language teaching: A review. International Journal of Applied Linguistics, 19(3), 339-355.

Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.

Journal Articles

Branden, K. V. D. (2006). Task-based language education: from theory to practice. Cambridge, NY: Cambridge University Press.

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

Feeny, A. (2006). Task-based language teaching. ELT Journal, 60(2), 199-201.

Journal Articles

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326.

Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243-249.

Journal Articles

Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.

Mislevy, R. J., Steinberg, L. S., Almond, R.S. (2002). Design and analysis in task-based language assessment. Language Testing, 19(4), 477-496.

Journal Articles

Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing, 19(4), 395-418.

Norris, J. M. (2002). Interpretations, intended uses and designs in task-based language teaching. Language Testing, 19(4), 337-346.

Journal Articles

Ogilvie, G., & Dunn, W. (20). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161-181.

Plews, J. L., & Zhao, K. (2010). Thinking with tasks knows no bounds: ESL teachers’ adaptation of task-based language teaching. TESOL Canada Journal, 28(1), 41-59.

Journal Articles

Robertson, P., & Jung, J. (2006)(Eds.) Task-based language teaching in the Asian context. The Asian EFL Journal Quarterly, 8(3).

Rooney, (2000). Redesigning non-task-based materials to fit a task-based framework. The Internet TESL Journal, 6(12). Retrieved from

http://iteslj.org/Techniques/Rooney-Task-Based.html

Journal Articles

Seedhouse, P., & Almutairi, S. (2009). A holistic approach to task-based interaction. International Journal of Applied Linguistics, 19(3), 311-338.

Tomlinson, B. (2008). Review on Doing Task-Based teaching and Task-Based Language Education. ELT Journal, 61(1), 92-95.

Activity 7: KWLK: What I know W: What I want to know L: What I learned

Self-Evaluation

1. I can get to know my colleagues and help develop a safe learning environment2. I can identify the key theoretical knowledge of task-based language teaching.3. I will have a list of references on task-based language teaching.