Task Based Language Teaching

Language principles (theory)

• The Task Based Language Teaching (TBLT), it is also named Task Based Instruction (TBI).

• The core of this approach is using several  tasks through different phases or stages.

• Students are encouraged to use the language creatively and spontaneously.

• Students can use all the language knowledge that they have to communicate.

• Students do tasks similar to real world activities (visiting a doctor or telephone call).

• Meaning is central for communication.

• Each task is monitored by the teacher.

• It is not for beginners.

• TBLT promotes input and output.

• It is student-centered.

Learners aim to acquire the target language for functional purposes. Their motivation to engage in classroom activity may be enhanced by linking classroom activity directly to the things they want to do with the target language outside the world.

Characteristics

According to Sarani and Farzaneh (2012) there are some characteristics, such as:

• Motivating.

• Challenging.

• Innovative.

• Appealing.

• Meaningful.

Procedure according to Ellis (2003)

Pre-task

During-task

Post-task

Procedure according to Willis (1996)

Purposes (objectives)

As mentioned by University of Alberta (2011), the main goal of the TBLT “is to develop pedagogical tasks as close to real-world tasks as possible, thus creating activities that are meaningful and relevant to students”.

Also, Dailey, A. (2009) established; “With TBLT the students will be completing specific tasks involving ‘real world’ situations that can prepare natural communication” (p. 5). Basically, it means that it is not mechanical or repeating structures and it is not memorizing.

Additionally, Dailey, A. (2009) said that this gives students “a chance to practice the language before they use it in a real situation outside of the classroom” (p. 5). Related to this TBLT, this promotes opportunities for students to speak and express (in and out) of the English class.

On the other hand TBLT improves students’ listening, speaking and writing skills.

• Listening to the teacher, videos, recordings and the classmates.

• Speaking among students (small groups or pairs).

• Writing (students can present written reports of what occurred during the English class during prior phases and writing some sentences to practice some grammatical structures that the teacher considers learners need to improve (the post-task phase).

Content (what is taught)

• Vocabulary; the teacher introduces new vocabulary, expressions and patterns related to the target language at the beginning (pre-task phase).

• Common topics regarding on real life situations (traveling by train, plane, bus).

• Shopping.

• Hobbies and Lifestyles.

• Job opportunities (careers, professions).

• Personal experiences.

• Culture (comparing).

• Problem solving.

• Some grammatical structures and linguistic rules based on students’ needs (ed-ending, “s” in possessive or present tense, etc.).

Sources and materials

• Videos.

• Recordings.

• Games.

• Role playing.

• Debate.

• Discussions.

• Realia.

Role of the teacher

The teacher is very active at the beginning in the pre-task phase; presenting and explaining the topic, the new vocabulary and expressions, then the tutor monitors, reminds and gives feedback. It is student-centered. It means, the pupils are the main focus during the teaching-learning of English language and the educator should act positively as possible any time, being supportive while facilitating the adequate educational environment, monitoring every task performed by the students and paying special attention to students’ needs.

Role of the student

The student is quiet at the beginning just listening to the teacher, then, the learner is active performing different tasks, participate in collaboration among students, working in small groups activities and analyzing some grammatical structures and vocabulary related to the target language.  

Activities

Careers, jobs and lifestyles

Pre-task

The teacher explains types and characteristics about occupations, professions, job opportunities. All these features that belong to the English-speaking countries; also, highlights important English expressions, new vocabulary or sentences that are used by native speakers of English. Then, the tutor shows a video about real context which students can listen and observe how people use their language to communicate while working in the office.(watch video: https://youtu.be/mfunlllTF8Y ) In addition to this, learners are asked to prepare a role play or drama to represent the foreign environment in regards to the topic studied.

During-task

The students perform the task (a role play) in groups about the topic presented (Careers, jobs and lifestyles); also, they prepare an oral report of what and how was did the task, what elements were found; then, learners present their report while the teacher gives feedback.

Post-task

The students focus on specific linguistic features may be expressions and vocabulary; learners must think critically what aspects are similar or different between the native and the foreign language. Finally, the teacher takes into consideration the students’ needs, to practice orally certain phrases and new words that arise from prior stages.

Technology in our lives

Pre-task

The teacher introduces new vocabulary related to technology; then, the tutor explains the steps of how to phone two different people; a friend and the boss. The tutor explains what phrases and expressions can be used (formal and informal). Then, the facilitator plays a video about people talking on the phone. ( watch video:https://youtu.be/oEThDLRNtM4 ). Lastly, learners are asked to prepare a short humorous performance which students (small groups) act an everyday life situation using the cellphone.

During-task

The students do the task (a short humorous performance) in groups about the topic presented (informal and formal talking by using the phone); also, they prepare a written report of what elements were found, giving opinions, moreover, students mansion types of technology they know.); then, learners exchange their written report while the teacher monitors and gives feedback.

Post-task

Learners must think what aspects are similar or different between the informal and the formal talking. The students focus on specific linguistic features, such as; expressions and vocabulary. Finally, the teacher takes into consideration the students’ needs, to practice phrases and expressions of the target language that were new to them.

Shopping

Pre-task

The teacher introduces new vocabulary related to shopping; then, the tutor explains the steps of how to purchase online. In addition to this, the facilitator shows two different videos about shopping (watch videos: https://youtu.be/HCf60Cxwh4w) (going to the store and online). Lastly, the class is divided into two groups and learners are asked to prepare a debate which students have to defend one of the two options of shopping.

During-task

The students do the task (a debate) in groups about the topic (shopping); also, they prepare a written report in a way of a concept map about what elements were found (advantages and disadvantages); then, learners explain their written report while the teacher monitors and gives feedback.

Post-task

Learners must think about similarities and differences between native and foreign behaviors when shopping, also, the students focus on some specific English structures, such as; linguistic pattern and vocabulary. Finally, the teacher takes into consideration the students’ needs, to practice these patterns related to the target language.

Family members

Pre-task

The teacher introduces new vocabulary related to family members; then, the tutor explains the steps of how to family members are linked. In addition to this, the facilitator shows two different videos about family members. (Watch videos: https://youtu.be/FHaObkHEkHQ  https://youtu.be/gaDSbKFUbhU Lastly, in pairs, students are going to share with a classmate name of family members and start thinking about how to present family members to the group.

During-task

Students are to do the task. They present a family tree presenting the name of their family member and they roles (work, age, etc ). They use paper and markets to complete task and they use majority of vocabulary used by teacher.

Post-task

Learners must think what aspects are similar or different between the family members now and in the past. The students focus on specific linguistic features, such as; expressions and vocabulary. Finally, the teacher takes into consideration the students’ needs, to practice phrases and expressions of the target language that were new to them.

Transportation

Pre-task: The teacher introduces the topic means of transportation by playing a video  related to key vocabulary about means of transportation. (Watch video:https://youtu.be/X2a_9i87Qno ) Additionally, flashcards about means of transportation with pictures included are shown to the students. (See flashcards https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-transport.pdf)Then, students are going to choose a character of the video and plan to describe the means of transportation each character represents. The teacher asks students to pay close attention to the video to then describe the character in  the following activity.

During-task: Students describe the character’s function   in the video by giving a short presentation. They use newsprint paper, markers and the flashcards previously shown, if needed. Students use most of the vocabulary mentioned  in the video.

Post-task: Learners think about the importance of means of transportation in one’s daily life by answering reflective and opinion questions from the the video. The students focus on specific linguistic features, such as; expressions and vocabulary. Finally, the teacher takes notes on the difficulties students have when describing the characters and employing the target vocabulary to plan strategies that help students overcome those aspects that are hard for them.

References:

BRITISH COUNCIL (2004). A Task-based approach. Teaching English. Retrieved from:

https://www.teachingenglish.org.uk/article/a-task-based-approach

Sarani, A. and Farzaneh, S. (2012). The Impact of Task-based Approach on Vocabulary

Learning in ESP Courses. Canadian Center of Science and Education. Retrieved from:

http://files.eric.ed.gov/fulltext/EJ1080015.pdf

Seyedi, K. (2012). Task-based Instruction. Retrieved from:

http://macrothink.org/journal/index.php/ijl/article/viewFile/2203/pdf