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Task-Based Instruction

Task-Based Instruction focuses on engaging students in meaningful tasks to facilitate language learning, with the teacher taking on roles like selecting and adapting tasks, and students working together in groups to complete tasks and solve problems. Key aspects of this approach include using information-gap, opinion-gap, and reasoning-gap tasks to motivate students and provide necessary input and output practice, while allowing the difficulty level to be adjusted for different learning purposes.

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66 views

Task-Based Instruction

Task-Based Instruction focuses on engaging students in meaningful tasks to facilitate language learning, with the teacher taking on roles like selecting and adapting tasks, and students working together in groups to complete tasks and solve problems. Key aspects of this approach include using information-gap, opinion-gap, and reasoning-gap tasks to motivate students and provide necessary input and output practice, while allowing the difficulty level to be adjusted for different learning purposes.

Uploaded by

Nguyễn Ngọc Tiến
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Task-Based Instruction

References:
Larsen-Freeman, D. & Anderson, M. (2011), Techniques & Principles
in Language Teaching, 3rd Edition, OUP.
Richards, J.C. & Rodgers, T.S. (2011), Approaches & Methods in
Language Teaching, 2nd Edition, CUP.
1. Language theory

o Language is primarily a means of making meaning.


o Multiple models of language form TBI.
o Lexical units are central in language use & language learning.
o “Conversation” is the central focus of language & the
keystone of language acquisition.
2. Learning theory

 Tasks provide both the input & output processing


necessary for language acquisition.
 Task activity & achievement are motivational.
 Learning difficulty can be negotiated & fine-tuned for
particular pedagogical purpose.
3. The goal of TBI teachers

• Facilitating students’ language learning process


 by engaging them in a variety of tasks
 tasks: have a clear outcome
4. The roles of the teacher

 Analyzing students’ needs


 Selecting, adapting, and/or creating tasks
 Preparing students for tasks & monitoring their performance
 Intervening as necessary
5. The roles of the students

To communicate with their peers to complete a task


 group participant
 monitor
 risk-taker & innovator
6. Types of tasks
According to Nunan (1989) (cited by Richard & Rodgers), there are 2 types of tasks:

a) Real world tasks, designed to practice/rehearse tasks


found to be important in a needs analysis
b) Pedagogical tasks, which have a psychological basis in
second language acquisition theory & research
7. Types of tasks according to Prabhu
(cited by Larsen-Freeman & Anderson, 2011)

o Information - gap Task (in CLT)


(Ss exchange information to complete a task; e.g. describing & drawing a picture )
o Opinion-gap Task
(Ss express their personal preferences, feeling or attitudes to complete a task; e.g. suggesting possible solutions to
a social problem, traffic jam in this city)
o Reasoning-gap Task
(Ss derive some new information by inferring it from the information they have already been given, e.g. given a
bus schedule & working out the best route to get from one district to another one.)
7. Types of tasks according to Ellis (con.)
(cited by Larsen-Freeman & Anderson, 2011)

a. Unfocused Tasks
b. Focused Tasks
c. Input Tasks
d. Output Tasks
8. The Willis TBL framework
(Willis 1996:56-57) (cited in Richards & Rodgers, 2011:238)
• Pre-task: Introduction to topic & task
(T: brainstorming ideas, using pictures, mime, personal experience, highlighting useful words/phrases,
not pre-teaching new structures; Ss: topic-based odd-word-out games, thinking how to do the task)

• Task cycle: Task, Planning & Report


(done by Ss; T: monitoring & encouraging, not correcting)
• Language focus: Analysis & Practice
9. Some characteristics of the TBI lesson

• The aim of the TBI lesson: for the Ss to complete a TASK (an
activity in which Ss try to achieve something real & have to
communicate to do so)
• Making the performance of meaningful tasks central to the
learning process
• Presenting Ss a task to perform or a problem to solve (not a
structure or function to be learned)
Sample TBI lesson
(for students to choose food & drink for a birthday party)

1. Hold a discussion with the Ss about when their birthdays are,


what presents they would like, what good birthday parties they
have been to & what they like to eat & drink at birthday parties.
 Contextualizing the topic
2. Put Ss in small groups & give them a worksheet with pictures,
names & prices of food on it.
 Pre-task : highlighting relevant vocabulary
3. Tell Ss to do this task: choose the food & drink they would
like for a birthday party for 10 friends, keeping with a price limit,
e.g. $ 10.
4. The Ss do the task while the teacher goes round the class
listening & answering any questions.
5. Each group tells the other groups what decisions they have
made.
 The teacher gives Ss tasks to do (Task, Planning & Report)
6. The Ss ask the teacher questions about the language they
needed for the task, and/or the teacher tells the Ss any language
s/he noticed they didn’t know as they were doing the task, e.g.
the pronunciation of some words, when to use a & some.
Discussing any new or problematic language needed for the task; language
focus (analysis)
7. Ss write a note to their parents saying what food & drink they
would like at their birthday party.
 Consolidating the language; language accuracy practice
10. Advantages & problems

• allowing Ss to find the new language they want to & use it


experimentally & creatively for real communication
• putting L2 learners in a situation similar to the way children
learn L1
• exciting & challenging
• appropriate for intermediate & advanced levels
Problems

- weak Ss wish for more guidance & structure to help them


- placing a great burden on the teacher as s/he will have to
be able to find good teaching material based on the (often
unforeseen) problems thrown up when Ss are performing
their tasks
Questions

1. Task-based Language teaching is appropriate for teaching


English for Academic Purposes. Use specific reasons &
examples to support your response. (2013)
2. What are some challenges of adopting Task-based Language
Teaching in high school classes in Viet Nam?
Question (2016)

“Tell me and I forget. Teach me and I remember.


Involve me and I learn.” (Benjamin Franklin).
Explain this quote from the perspective of Task-
based Approach.
Question (2017):

What are the principles of Task- Based Language


Teaching? Be sure to focus on major aspects, namely
its goals, the role of the teacher & students, and the
characteristics of the teaching & learning process.
Use specific examples to support your answer.
Questions (2019)

(1) Do you think Task-Based Instruction is applicable to


Vietnamese language teaching context?
(2) Describe one time you have used (Or would like to use) Task-
Based Instruction in your teaching & discuss the possible
advantages & disadvantages of this use. You may mention: the
students’ profile, the setting and reasons behind your choice to
employ Task-Based Instruction

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