Task-Based English Language Teaching for Ensuring Effective Teaching of the

Language

Bibha Devi *

Abstract

In recent years Task-Based Language Teaching has emerged as an effective approach towards

teaching language to learners of any age. In the field of second language teaching too, Task-

Based Language Teaching has provided learners with a more learner centered platform which

allows them to engage themselves more actively in the learning process . Unfortunately, it has

been seen that the practice of lecture based method and teacher centered teaching of English

still persists. This paper is an endeavor to explore the various avenues of maximizing the

effectiveness of the English language teaching with the task based approach. Besides, the paper

provides an insight into the various aspects of Task-Based Language Teaching such as, the

principles on which this approach is based, its characteristics, its components, etc. Next, it

illustrates the various stages of task design. Further, this paper attempts to demonstrate how

tasks are designed and implemented for optimizing the language learning experience of a

learner. Moreover, it sheds light on the benefits and challenges of practicing this approach. The

author is hopeful that this paper will help to emanate new ideas regarding how the Task-Based

Language Teaching can be used in an efficient way by overcoming the challenges posed by

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various factors. This paper will be beneficial for the learners of English Language Teaching,

English Language Teachers, and the policy makers.

*Research Scholar, Department of English Language Teaching, Gauhati University.

Introduction

The teaching of English at the college level is still very traditional giving little scope for the

learners to interact and participate actively in the second language. As a result learning has been

passive; the learners do not feel confident in using English. Recent studies have proved that

Task-Based Language Teaching (TBLT) approach provides ample opportunities to the learners

for learning the language by actively participating in the class. This paper makes an endeavor to

explore how language teaching can be made more effective by implementing TBLT.

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Task-Based Language Teaching (TBLT)

TBLT originates from Dewey’s view about the importance of experience for effective learning

(Ellis, 2009) and emphasizes purposeful and functional language use by using real-life tasks in

classrooms for learners to experience learning. Central to this approach is the task. Richards and

Rodgers define TBLT as ‘an approach based on the use of tasks as the core unit of planning and

instruction in language teaching’. It is assumed that in TBLT, the focus is on the process of

doing the task, the skills and techniques involved. Communication and meaning are emphasized

in the accomplishment of a task goal. Activities of a task are sequenced in terms of their

difficulty. This difficulty of tasks, further, depends on factors like the level of language, the

cognitive complexity of the task, the degree of support available, the learners’ exposure to the

language, etc. Moreover, it is learner centred. Tasks are based on the needs of the language

learner. Thus, TBLT attempts to provide learners with opportunities and target language required

to communicate more effectively in real life. The tasks are based on ‘real world’ situations that

can prepare natural communication outside the classroom settings.

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Characteristics of TBLT

First, TBLT engages learners with tasks that have everyday language as their focus. In this way

the learners get opportunities to use the realistic/authentic language. It builds confidence in the

learners to eventually use the target language outside the classroom. Thus, TBLT is very

important in our situation where the learners get few opportunities to practise target language

outside the classroom.

Second, in TBLT, the role of the teacher during the execution of the task is that of an observer so

that naturalistic language use is fostered. The learners get freedom in using the target language

for communicating. The learners interact naturally.

Third, in a task, the focus is on meaning rather than on the form. Meaning is negotiated in order

to attain the communicative goal/ purpose. This meaning negotiation provides opportunities for

naturalistic language use. Jeon and Hahn emphasize that language learning, which is a

developmental process promotes communication and social interaction. According to them

learners learn the target language more effectively when they are naturally exposed to

meaningful task-based activities. (Jeon and Hahn, 2006:125). It is believed that when learners are

engaged in a task work, they get a better context for the activation of learning processes than

form-focused activities, and hence provides better opportunities for language learning to take

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place. Tasks require the learners to negotiate meaning and engage in naturalistic and meaningful

communication which ultimately results in language learning. However, some researchers, e.g.,

Ellis emphasizes focus on form is also compatible with a primary focus on meaning

Last, successful accomplishment of the task is the ultimate goal of each task. This motivates the

learners. In TBLT, learners actively participate in completing tasks, monitor their performance,

Also, they take risks in performing tasks for which they may lack complete linguistic resources

or they may not have familiarity but have to use reflection. Some tasks may allow them to be

creative and innovative as TBLT is learner centred. Teachers also play a vital role in the process

of successful task completion. they facilitate learning ; they select/ modify/ design new tasks and

give demonstrations of how to do them successfully. Moreover, teachers observe and analyse

learners’ behaviour during task performance, give the required advice.

5. The role of instructional materials

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 TBLT relies on an adequate supply of suitable classroom tasks. Such tasks may require

considerable time, resources, imagination, etc. the following materials are very useful as

useful as resources for tasks.

1. Pedagogic materials which includes

a. texts containing task-based activities

b. teacher resource books containing representative sample task activities

c. task collections in the form of textbooks

2. Realia that can be used for presenting the input language for a task are authentic materials,

such as, internet, newspapers, television, etc.

Task: The core element of Task-based language teaching (TBLT)

Nunan (2004) defines a task as, “A piece of classroom work that involves learners in

comprehending, manipulating, producing or interacting in the target language while their

attention is focused on mobilizing their grammatical knowledge in order to express meaning, and

in which the intention is to convey meaning rather than to manipulate form. The task should also

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have a sense of completeness, being able to stand alone as a communicative act in its own right

with a beginning, a middle, and an end.” Further, he categorises tasks as two types- a) real word

tasks, and b) pedagogical tasks.

Ellis (2009) discusses four additional criteria that may distinguish a pedagogical task from a

regular language-teaching activity. According to him, an activity in a pedagogical task should

centre on meaning and there should be some kind of gap which make such a demand on the

learners that they reflect on their own linguistic and non-linguistic resources and/or prior

experience to complete the activity.

The notion of “Task” is the central unit of planning and teaching in Task-based language

teaching. A task is an activity or goal that is carried out using the target language to negotiate

meaning. It involves the learners in naturalistic and meaningful communication. Thus, meaning

is the foci of a task. Tasks provide opportunities of authentic language use. Tasks can be

classified into pedagogical tasks, e.g. information gap activities and non-pedagogical tasks, e.g.

booking a hotel room, etc. Common elements of tasks are: meaning, target language, and an

outcome.

According to Skehan, “Tasks are activities which have meaning as their primary focus. Success

in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some

resemblance to real-life language use.’’

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Based on the different views as to what constitutes a task many descriptions of basic task types

in TBLT have been developed. Breen gives this description of a task, “A language learning task

can be regarded as a springboard of learning work. In a broad sense, it is a structured plan for the

provision of opportunities for the refinement of knowledge and capabilities entailed in a in a new

language and its use during communication. Such a work plan will have its own particular

objective, appropriate content which is to be worked upon, and a procedure…any language test

can be seen within the spectrum of tasks. All materials designed for language teaching- through

their particular organization of content and the working procedures they assume or propose for

the learning of content – can be seen as compendia of tasks.”

Willis proposes six task types. These task types are - listing, ordering and sorting, comparing,

problem solving, sharing personal experiences, and creative tasks.

Pica, Kanagy, and Falodun (1993) classify tasks into the following five types. These types of

tasks are according to how learners interact among themselves and with the text generated during

the task accomplishment.

• Jigsaw tasks- Learners have to combine different pieces of information to form a whole.

• Information-gap tasks- one learner/ group of learners has one set of information and at

the same time another learner/or group has a corresponding set of information. Each party

has to negotiate and find out what the other party's information is in order to complete an

activity.

• Problem-solving tasks- Learners are given a problem and a set of information. They must

arrive at a solution to the problem.

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 • Decision-making tasks- Learners are presented with an issue and a number of possible

outcomes. They must choose one solution through negotiation and discussion.

• Opinion exchange tasks- Learners discuss among themselves and exchange their views

on a given topic. In such a task, learners are not always expected to reach an agreement.

Stages of a Task Based Lesson

In a task based lesson commonly three stages are found.

In TBLT each task consists of three main stages- one or more pre-task activity/ies, a task

activity, and one or more post-task activity/ies. In the Pre-task activity: the teacher prepares the

learners for the task…e.g. The first stage is known as ‘pre-task’. At this stage, teachers and

learners undertake activities that will lead to the actual task, e.g. the learners can plan the

performance of the task. An activity similar to the task activity is done. This stage prepares the

learners to perform the task in such a way that facilitate language learning. This stage is

supposed to motivate the learners to perform the actual task. It should help in performing the

task. The learners should be given an illustration of what the learners will be required to do and

the nature of the outcome they will arrive at.

The second stage ‘during task’ centres around the task itself. In doing a task the learners use

whatever language they already have to express themselves. During the task time the teacher

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monitors the class encouraging in a supportive way everyone’s attempts at communication in the

target language. Though the teacher helps learners in formulating what they want to say, at this

stage they will not intervene to correct errors of form. At this stage the emphasis is on building

confidence and developing fluency in using the second language. The learners may have to work

under time pressure. Various instructional techniques are employed at this stage.

Then, the learners prepare themselves for the next stage when they will have to report briefly to

the whole class how they did the task and what the outcome was. For this every group/pair is

given time to draft and rehearse what want to write or say. The teacher helps them by advising

them on language, correcting their errors, etc. At this stage, the emphasis is on clarity,

organization, and accuracy that is appropriate for public presentation. Finally, some groups/ pairs

report briefly/ in full to the class so that everyone can compare their outcomes. While the rest of

the class comment and add extra points or take notes. The teacher comments on the content of

the reports.

Finally, the ‘post-task’ stage involves strategies for following up the task performance. It can be

done in three ways- by providing an opportunity to repeat the task performance, by reflecting on

the task performance, and by reflecting on the forms that were problematic for the learner during

the task performance.

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However, only the ‘during-task’ stage is obligatory in TBLT. The ‘pre-task’ and ‘post-task’

stages, nevertheless, help in ensuring the maximum efficacy of the task leading to language

learning.

Demonstration of a task

Following is a demonstration of a task from Further Ahead- A communication skills course for

Business English by Sarah Jones- Macziola and Greg White. This book has been used as a

textbook in the Five Year Integrated M.Com. course run by the Department of Commerce of

Gauhati University.

This task has been taken from Unit 4- ‘Work and Play’, pp. 23.

Objective of the task is : to enable learners to make, accept, and decline invitations

Pre-Task:

Listening activity:

B. Malcom Carey is an Australian businessman and often entertains clients who visit his

company in Sydney. Listen to three conversations with a client. What does he invite her to do?

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 Invitation Reply (√/ x)

Listen again. Does she accept (√) or decline (x) the invitations?

E.g. Conversation one

Carey: Would you like to have dinner with me tonight?

Hawley: That’s very nice of you, but I’m afraid I am still a little jet lagged from my trip and I’d

like to make it an early night.

Carey: Perhaps sometime later in the week?

Hawley: Yes, that would be nice. Thank you.

During Task:

C. Study these ways of making, accepting and declining invitations.

Inviting

Would you like to have dinner with me tonight?

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How about taking a harbor cruise?

Accepting

I’d love to

That sounds nice.

That would be great.

Declining

I’m afraid I’m leaving tomorrow.

I’m visiting a client.

I have a meeting.

Now practise making invitations with a partner like this

Make an Invitation .

Decline. Give a reason.

Make an alternative invitation.

Accept.

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D. Practice making more invitations. Learner A looks at File 11 on page 116 and Learner B

looks at File 12 on page 121.

File 11

You are Pat Barton.

You have now been in Sydney for one week and your business
partner, Chris James, is coming to join you. You have a free
weekend before you start a busy round of meetings on Monday.

Tell your partner about some of the things you have done and seen
and make suggestions for the weekend.

File 12

You are Chris James

You ‘ve just arrived in Sydney to join your business partner Pat
Barton , who has already been there a week .You have a free
weekend before you start a busy round of meetings on Monday.

You have to see things, but you also need to recover from the flight
and relax a little.

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In the above task, the pre-task C motivates the learners to listen to a conversation and find out

the correct answers.

These conversations, Conversation one, for example, also presents some phrases and sentences

that would be required to perform the actual task. Such as, Would you like to have dinner with me

tonight? (For making an invitation)

Next, in activity C, the learners have been provided with some phrases that can be used for

making an invitation, accepting it or declining it, viz. “How about taking a harbor cruise?”, for

making, “That sounds nice” for accepting, “I’m afraid, I’m visiting a client” for declining an

invitation. This language input helps the learners in doing the activity where they have been

asked to make an invitation, decline it, then, again make an alternative invitation and finally to

accept it. This activity requires the learners to work in pairs. This will generate interaction

among the learners. Finally, in the activity given in D, the learners are asked to practise making

more invitations. This is an information gap activity where the learners work in pairs. The

situation is given to them. The teacher will clarify the instructions for the task and help the

learners by providing partial demonstration of task procedures. If time pressure is given, then the

task will be more effective.

Benefits and challenges of Task-Based Language Teaching

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Task-based language teaching provides learners with authentic situations, authentic language

forms, a meaningful purpose, and ample opportunities to interact with other learners. Some

benefits of TBLT are, viz., it provides a context for ‘natural’ learning within the classroom, it

motivates the learners in learning the target language by actively engaging themselves in the

task, successful accomplishment of tasks develops a feeling of confidence in the learners in using

the target language, it focuses more on developing communicative competence of the learner

than on accuracy. However, accuracy is not completely disregarded.

Although TBLT has many benefits, it is not free of challenges. Some common challenges that

are faced in the implementation of TBLT are – it demands a high level of creativity, the teacher

is deemed to be very dynamic, limited access to resources is a serious impediment, paucity of

time is also a great challenge, and lack of proper training is another obstacle. Moreover,

acceptability by the learners also affects the efficacy of the approach.

Learners may, at first, refuse or object to Task Based Language Learning as this type of

instruction is not familiar to them.

The existing situation

It is true that applying TBLT leads to effective language teaching. However, in reality, TBLT is

practised only in very limited classroom situations. At this point, the author would like to cite an

example from an existing textbook prescribed for the undergraduate level BBA course of Guru

Gobind Singh Indraprastha University, New Delhi. The name of the textbook is PERSONALITY

DEVELOPMENT AND COMMUNICATION SKILLS, by C.B. Gupta. In Unit III, chapter 14, pp.

14.3, of this book hints for drafting a letter of enquiry and replies to enquiries have been

discussed, e.g.,

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“a. State the purpose of your letter, whether you need goods, services or information. (for

drafting a letter of enquiry )

b. Thank the buyer for his letter and show appreciation for his interest in your firm, its product or

services, etc. (for drafting a reply)

Then few samples are given in pages 14.4, 14.5, 14.6, 14.7, and 14.8.Then, in the exercise

section the following questions are given on pp 14.41 -

8. As a librarian of your college draft a letter of enquiry to a publisher asking for their latest

catalogues and rates of discount offered to libraries.

9. Draft a reply to the above enquiry.”

This way of introducing a topic is very traditional. The topic is about writing, that too, writing

for business communication. It has a lot of scope for involving learners in the learning process

through TBLT. In this case, even if the textbook does not provide any opportunity of learning

through TBLT, a teacher can make their teaching very effective if she is aware of the TBLT

approach. (First, by providing some letters of enquiry as input and asking various reading

comprehension questions like: what the purposes of each of these letters are, what are the

specific thing that the writers have mentioned that will help the addressees in replying to them

with proper information. Next, asking them to complete one or two incomplete letters of enquiry.

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Finally, they can be asked to draft a letter of enquiry. The learners can be asked to work in pairs

or small groups.). So, teacher training is very crucial for developing such awareness.

Let’s look at another example from the book First Steps in Academic Writing, Second Edition

by Ann Houge. In Chapter 5, Stating Reasons and Using Examples, Part 1 Organization, pp 124,

a model paragraph is given and some questions are asked on the some aspects of writing based

on that paragraph. Such as, “What is the title of the paragraph? How many reasons are given?

What words introduce these reasons? How many examples are given for each reason? What

words tell you that these are examples?” etc. Next, on pp 125, the author explains with examples

from the model paragraph, why it was necessary to give reasons and support each reason by

giving specific examples in this paragraph, how that was done in the paragraph. After this, in

Practice 1, the following activities are given:

A. Work with a partner. Think of two specific examples for each reason …

First, a topic sentence is given-

Joe’s Diner is the best restaurant in town.

Then two reasons are given-

1 st reason: A. The food is delicious

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 Example1: Joe’s double cheeseburger is juicy and full of flavor

Example 2: ………………………………………………………….

For the next activity B, only the topic sentence is given and the learners are asked to write both

reasons and examples.

The above example is task based and involves the learners. First, they get an input in the form of

the model paragraph. Next, in Practice 1, they are applying what they have learnt in the previous

activity, i.e., while answering the questions about the model paragraph.

Conclusion

This paper has discussed various aspects of Task- Based Language Teaching approach, such as,

the characteristics of this approach, various factors that influence TBLT, etc. The notion of a ‘tas

k’ has been discussed in detail. The demonstration of the activities for the various stages of a task

is hoped to provide better understanding and generate more ideas on how tasks can be designed

for teaching the target language for various real life situations that the learners will face. TBLT

promotes communication and authentic language use in second language classrooms. This

feature of TBLT makes it more effective as a teaching approach in the Second Language

Teaching context. Also, less teacher control boosts confidence in learners. Further, meaningful

and authentic context provided as input and successful task performance results in motivation on

the part of the learners in the learning process. All these, ultimately, result in better language

learning. This paper attempted to emphasize this aspect of TBLT. However, there is a need to

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modify the existing language teaching scenario so that Task Based Language Teaching Approach

can be adopted to maximize language learning by the learners. For this, firstly, there is a call for

redesigning the syllabus so that it is based on the needs of learners - both target situation needs as

well as learning needs, and, secondly, teacher training and orientation is very crucial so that the

challenges which this approach pose can be overcome.

References:

 Ellis, R. Task-based Language Learning and Teaching. Oxford :Oxford University Press,

2003.

 Gupta, C.B. Personality Development & Communication Skills-I. Noida: Mayur

Paperbacks, 2012.

 Hogue, A. First Steps in Academic Writing, Second Edition. New York: Pearson

Education, 2008.

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 Jeon, I.J. and J.W. Hahn, ‘‘Exploring EFL Teachers? Perceptions of Task-Based

Language Teaching: A Case Study of Korean Secondary School Classroom Practice’’.

Asian EFL Journal 8 Issue 1(2006): 123 – 143(accessed April 13, 2014).

 Jones-Macziola, S. and G.White, Further Ahead Learner's Book: A Communication

Skills Course for Business English, Cambridge University Press, 2003.

 Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University

Press: 1989.

 Richards, J. C. and T. S. Rodgers, Approaches and Methods in Language Teaching.

Cambridge University Press, 2002.

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