task-based language learning report

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UNIVERSIDADE ESTCIO DE S

TASK-BASED LANGUAGE LEARNING

Ricardo Fernandes Marques

Task assigned,

by Professor

Rosngela Salviano

as AV1

Niteri

2012.2


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We hereby will comment on the research on Task-based Language

Learning.

We want to start mentioning what we consider the most important topics,

according to our experience in class.

We have found a correlation between this approach and what is named

as Service Encounters in the wise up course books.

This approach tries to make students live real life situations and this way

promote a better language acquisition.

We have found, through experience, that we do have some positive

aspects when using this approach, such as motivate students to learn and apply

what they have just learned in role-plays, and also the practice of immediate

use, seeing that, students of a foreign language need or are willing to

experience language for real.

On the other hand, theres also the possibility of shortening vocabulary,

since students will focus on specific situations and may get in a comfort zone.

We also have seen through class experience that we may and must mix

different approaches to have a better result and for that, we usually, along with

task-based language learning, use lexical approach so this vocabulary

shortening aspect may be decreased.

The following pages which talk about pros and cons and also some

relevant details are some piece of information about task-based language

learning we researched on the net and got from Wikipedia.


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Task-based language learning

From Wikipedia, the free encyclopedia

Task-based language learning (TBLL), also known as task-based

language teaching (TBLT) ortask-based instruction (TBI) focuses on the

use of authentic language and on asking students to do meaningful tasks using

the target language. Such tasks can include visiting a doctor, conducting an

interview, or calling customer service for help. Assessment is primarily based on

task outcome (in other words the appropriate completion of tasks) rather than

on accuracy of language forms. This makes TBLL especially popular for

developing target language fluency and student confidence.

Two early applications of a task-based approach within a communicative

framework for language teaching were the national Malaysian Communicational

Syllabus in 1975 (Richards and Rodgers 2001 p.223) and the Bangalore Project

(Beretta and Davies 1985; Prabhu 1987) both of which were relatively short-

lived. Prabhu noticed that his students could learn language just as easily with a

non-linguistic problem as when they were concentrating on linguistic questions.Major scholars who have done research in this area include [{Rod Ellis},[Teresa

P. Pica] and [Michael Long}].

According to Jane Willis, TBLL consists of the pre-task, the task cycle,

and the language focus.[1] The components of a Task are: 1 Goals and

objectives 2 Input 3 Activities 4 Teacher role 5 learner role 6 Settings
http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-0http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-0


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Definition of a Task

According to Rod Ellis (2007), a task has four main characteristics [2]:

1. A task involves a primary focus on (pragmatic) meaning.

2. A task has some kind of gap.

3. The participants choose the linguistic resources needed to

complete the task.

4. A task has a clearly defined outcome.

In practice

The core of the lesson is, as the name suggests, the task. All parts of the

language used are deemphasized during the activity itself, in order to get

students to focus on the task. Although there may be several effective

frameworks for creating a task-based learning lesson, here is a rather

comprehensive one suggested by Jane Willis.

Pre-task

In the pre-task, the teacher will present what will be expected of the

students in the task phase. Additionally, the teacher may prime the students

with key vocabulary or grammatical constructs, although, in "pure" task-based

learning lessons, these will be presented as suggestions and the students

would be encouraged to use what they are comfortable with in order to

complete the task. The instructor may also present a model of the task by either

doing it themselves or by presenting picture, audio, or video demonstrating the

task.[3]

Task

During the task phase, the students perform the task, typically in small

groups, although this is dependent on the type of activity. And unless theteacher plays a particular role in the task, then the teacher's role is typically
http://en.wikipedia.org/wiki/Rod_Ellishttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-1http://en.wikipedia.org/wiki/Lexical_categoryhttp://en.wikipedia.org/wiki/Lexical_categoryhttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-one-2http://en.wikipedia.org/wiki/Rod_Ellishttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-1http://en.wikipedia.org/wiki/Lexical_categoryhttp://en.wikipedia.org/wiki/Lexical_categoryhttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-one-2


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limited to one of an observer or counselorthus the reason for it being a more

student-centered methodology.

Planning

Having completed the task, the students prepare either a written or oral

report to present to the class. The instructor takes questions and otherwise

simply monitors the students.

Report

The students then present this information to the rest of the class. Here

the teacher may provide written or oral feedback, as appropriate, and the

students observing may do the same.

Analysis

Here the focus returns to the teacher who reviews what happened in the

task, in regards to language. It may include language forms that the students

were using, problems that students had, and perhaps forms that need to be

covered more or were not used enough.

Practice

The practice stage may be used to cover material mentioned by the

teacher in the analysis stage. It is an opportunity for the teacher to emphasize

key language.

Types of task

Some kinds of task are commonly used in task-based language learning.

These include dictogloss[4] and information gap activities.

Advantages

Task-based learning is advantageous to the student because it is more

student-centered, allows for more meaningful communication, and often

provides for practical extra-linguistic skill building. As the tasks are likely to be
http://en.wikipedia.org/wiki/Dictoglosshttp://en.wikipedia.org/wiki/Dictoglosshttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-3http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-3http://en.wikipedia.org/wiki/Information_gap_taskhttp://en.wikipedia.org/wiki/Dictoglosshttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-3http://en.wikipedia.org/wiki/Information_gap_task


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familiar to the students (e.g.: visiting the doctor), students are more likely to be

engaged, which may further motivate them in their language learning.

Additionally, tasks promote language acquisition through the types of

language and interaction they require. Although the teacher may present

language in the pre-task, the students are ultimately free to use what grammar

constructs and vocabulary they want. This allows them to use all the language

they know and are learning, rather than just the 'target language' of the lesson.

[5] On the other hand, tasks can also be designed to make certain target forms

'task-essential,' thus making it communicatively necessary for students to

practice using them.[6] In terms of interaction, information gap tasks in particular

have been shown to promote negotiation of meaning and output modification.[7]

[8]

Disadvantages

While task-based language learning is increasingly promoted world-wide

and has the advantages described above, there are trade-offs and pitfalls to be

considered in planning instruction around it. These include the risk that students

will stay within the narrow confines of familiar words and forms, just "getting by",so as to avoid the extra effort and risks of error that accompany stretching to

use new words and forms. As with all group work, in group tasks, some

students can "hide" and rely on others to do the bulk of the work and learning. A

second challenge is that the new learning elicited by the task-based lesson

one of its benefitsmay yet be lost if the lesson did not include sufficient

planning for, or runs out of time for, that new learning to be captured and

reinforced while it is still fresh. A third challenge, one applying to many

otherwise valuable language teaching methods, is the difficulty of implementing

task-based teaching where classes are large and space limited and/or inflexible.

Related approaches to language teaching

Problem Based Learning is a student-centered pedagogy in which

students learn about a subject in the context of complex, multifaceted, and

realistic problems.
http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-two-4http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-three-5http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-four-6http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-five-7http://en.wikipedia.org/wiki/Problem_Based_Learninghttp://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-two-4http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-three-5http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-four-6http://en.wikipedia.org/wiki/Task-based_language_learning#cite_note-five-7http://en.wikipedia.org/wiki/Problem_Based_Learning


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References

1. Willis, Jane. A Framework for Task-Based Learning. pg.135-136. Longman, 1996

2. Ellis, R. Task-based Language Learning and Teaching,Oxford Applied Linguistics (2003)

3. Frost, Richard. A Task-based Approach. British CouncilTeachingEnglish.http://www.teachingenglish.org.uk/think/methodology/task_based.shtml 4/12/2006

4. Ellis, Rod (2003). Task-based Language Learning andTeaching. Oxford, New York: Oxford University Press. pp. 156157. ISBN978-0-19-442159-1.

5. Harmer, Jeremy. The Practice of English LanguageTeaching. 3rd Edition. pg. 79-80. Essex: Pearson Education Ltd., 2001

6. Loschky, L., & Bley-Vroman, R. Grammar and Task-BasedMethodology. In G. Crookes & S. Gass (Eds.), Tasks and LanguageLearning: Integrating Theory and Practice. Philadelphia: MultilingualMatters, 1993

7. Doughty, C., & Pica, T. (1986). "Information gap tasks": Dothey facilitate second language acquisition? TESOL Quarterly, 20(2),305.

8. Pica, T., Kang, H.-S., & Sauro, S. (2006). Information gaptasks: Their multiple roles and contributions to interaction researchmethodology. Studies in Second Language Acquisition, 28, 301-338.

Site:

http://en.wikipedia.org/wiki/Task-based_language_learning
http://www.teachingenglish.org.uk/think/methodology/task_based.shtmlhttp://www.teachingenglish.org.uk/think/methodology/task_based.shtmlhttp://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/978-0-19-442159-1http://en.wikipedia.org/wiki/Special:BookSources/978-0-19-442159-1http://en.wikipedia.org/wiki/Task-based_language_learninghttp://www.teachingenglish.org.uk/think/methodology/task_based.shtmlhttp://www.teachingenglish.org.uk/think/methodology/task_based.shtmlhttp://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/978-0-19-442159-1http://en.wikipedia.org/wiki/Task-based_language_learning

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