Task-Based Language Teaching Rod Ellis University of Auckland Three Dimensions of Language Teaching Goal (i.e ‘why’ the language is being taught) Content (i.e ‘what’ is taught) - Type A syllabuses - Type B syllabuses Methodology (i.e ‘how’ it is taught) - accuracy - fluency Task-Based Teaching Goal Content Ability to Type B (i.e communicat a series of e messagefocused tasks) Methodology Fluency (i.e focus on message conveyance) Rationale for Using Tasks Developing implicit knowledge – learners can best develop implicit knowledge of a second language incidentally through the effort to communicate Automatization – learners can only gain in fluency by attempting to use the L2 in real operating conditions Defining a ‘Task’ A task is a goal directed A task involves a primary focus on meaning The participants choose the linguistic resources needed to complete the task A task has a clearly defined outcome Types of Task Unfocussed tasks a Pedagogic b Real world Focused tasks An Example of a Pedagogic Task Four students – each has one picture and describes it to the rest of the class Students from the rest of the class ask the four students questions about their pictures One student from the class tries to tell the story If necessary Steps and are repeated Some Typical Pedagogic Tasks Information-gap tasks (e.g Same or Different) Opinion-gap tasks (e.g Balloon debates) Reasoning-gap tasks Personal tasks Role-play tasks Note: Tasks can be dialogic or monologic; they can be performed orally or in writing A Real-World Task Look at the e-mail message below Listen to Mr Pointer’s instructions on the tape Make notes if you want to Then write a suitable reply to Lesieur Dear Mr Pointer Please send flight number, date and time of arrival and I will arrange for someone to meet you at the airport Lesieur A Focused Task Can you spot the differences? B A The Pre-Task Phase Some options: Allow the students time to plan Provide a model Do a similar task Pre-teach key linguistic items The Main Task Phase Some options: Whole-class vs small group work Set a time for completing the task Vary the number of participants Introduce a surprise element Tell students they will have to present a report to the whole class The Post-Task Phase Some options: Students give a report Repeat task (e.g students switch groups) Consciousness-raising activities Focussing on Form Opportunities to focus on form arise in taskbased teaching: Definition: Focus on form … overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication (Long 1991) cf Focus on forms Three Types of Focus on Form Reactive focus on form (error correction) Teacher-initiated focus on form Student-initiated focus on form Reactive Focus on Form: An Example T: What were you doing? S: I was in pub (2) S: I was in pub T: In the pub? S: Yeh and I was drinking beer with my friend Dual Focus Learner 1: And what did you last weekend? Learner 2: … I tried to find a pub where you don’t see – where you don’t see many tourists And I find one Teacher: Found Learner 2: I found one where I spoke with two English women and we spoke about life in Canterbury or things and after I came back Teacher: Afterwards … Swan’s Critique of TBLT Assumptio Critique n Response TBLT does not claim this is the only way Swan’s Critique of TBLT Assumption Swan’s Critique Response Acquisition takes place online during communication, There is no evidence to show that this is the only way acquisition takes place It is not the only way; but it is the most efficient way to develop the implicit knowledge needed for fluent communicative use Conscious noticing of form is necessary for acquisition Not all acquisition involves conscious attention to form TBLT is not dependent on conscious noticing; it caters to both conscious and unconscious learning The existence of developmental sequences makes a structural syllabus unworkable The evidence for developmental sequences is limited; if they exist they also nullify incidental focus on form Incidental attention to form is extensive; some of it hits and some of misses Enough hits to make it effective for acquisition TBLT prioritizes the acquisition of grammar Learning another language is as much about learning vocabulary as grammar Agreed TBLT serves as an approach for developing all aspects of an L2 The Danger of Piginization L1: What? L2: Stop L3: Dot? L4: Dot? L5: Point? L6: Dot? LL: Point, point, yeh L1: Point? L5: Small point L3: Dot (From Lynch 1989, p 124; cited in Seedhouse 1999) But tasks can be structured to promote more complex and accurate interaction The Teacher’s Role Swan denigrates TBLT on the basis that the teacher is relegated to the role of manager and facilitator of interaction But the teacher can also be supplier of input and also a source of feedback Not all TBLT lessons are learner-centred Input and Output Swan – “It remains true that TBI provides learners with substantially less new language than traditional approaches This seems a serious weakness.” Tasks can involve all four skills Many tasks involve input only (i.e are listening or reading tasks) Pedagogic Problems and Solutions Problem Solution Students lack proficiency to communicate in the L2 Devise activities that develop ability to communicate gradually Students unwilling to speak English in class Use small group work; allow planning time; learner training Problems with the Educational System and Solutions Problems Solutions Emphasis on ‘knowledge’ learning Review philosophy of education Examination system Develop new more communicative exams Large classes Use small group work; develop tasks suited to large classes Conclusions Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom It emphasizes meaning over form but can also cater for learning form It is intrinsically motivating It is compatible with a learner-centred educational philosophy but also allows for teacher input It caters to the development of communicative fluency while not neglecting accuracy It can be used alongside a more traditional approach [...]...A Focused Task Can you spot the difference? A B Two Approaches to Using Tasks 1 2 Use tasks to support a Type A approach - task- supported teaching (Type A) - weak form of communicative language teaching Use tasks as the basis for teaching - task- based teaching (Type B) - strong form of communicative teaching Designing a Task- Based Curriculum 1 2 3 4 Select task types according to general... of the tasks Grade tasks in terms of task difficulty Specify language/ skills/ text types required to perform the task The Methodology of Task- Based Teaching Three phases in a task- based lesson: 1 Pre -task phase 2 Main task phase 3 Post -task phase The Pre -Task Phase Some options: 1 Allow the students time to plan 2 Provide a model 3 Do a similar task 4 Pre-teach key linguistic items The Main Task Phase... Set a time for completing the task 3 Vary the number of participants 4 Introduce a surprise element 5 Tell students they will have to present a report to the whole class The Post -Task Phase Some options: 1 Students give a report 2 Repeat task (e.g students switch groups) 3 Consciousness-raising activities Focussing on Form Opportunities to focus on form arise in taskbased teaching: Definition: Focus... lessons are learner-centred Input and Output Swan – “It remains true that TBI provides learners with substantially less new language than traditional approaches This seems a serious weakness.” Tasks can involve all four skills Many tasks involve input only (i.e are listening or reading tasks) Pedagogic Problems and Solutions Problem Solution 1 Students lack proficiency to communicate in the L2 Devise activities... Emphasis on ‘knowledge’ learning Review philosophy of education 2 Examination system Develop new more communicative exams 3 Large classes Use small group work; develop tasks suited to large classes Conclusions 1 2 3 4 5 6 Task- based teaching offers the opportunity for ‘natural’ learning inside the classroom It emphasizes meaning over form but can also cater for learning form It is intrinsically motivating... acquisition of grammar Learning another language is as much about learning vocabulary as grammar Agreed TBLT serves as an approach for developing all aspects of an L2 The Danger of Piginization L1: What? L2: Stop L3: Dot? L4: Dot? L5: Point? L6: Dot? LL: Point, point, yeh L1: Point? L5: Small point L3: Dot (From Lynch 1989, p 124; cited in Seedhouse 1999) But tasks can be structured to promote more