Task- Based Learning
MA. JASMIN A. CHEN
OBJECTIVES:
At the end of the session, the participants are expected to
understand:
What Task-Based Learning Approach;
What is a Task;
Stages of Task-Based Learning;
General Principles of TBL;
Activities in Task-Based Learning;
Roles of teacher in a TBL Approach.
Question:
Do you use Task-Based Learning
approach ?
What would you like to know about TBL?
What are your thoughts about TBL?
How did you learn how to swim?
This Photo by Unknown Author is licensed under CC BY-SA
Task-Based Learning
An approach to language education in which
students are given functional tasks that invite
them to focus primarily on meaning exchange
and to use language for real-world, non-
linguistic purposes. (Van den Branden, 2006)
What will be the core focus of the TBL
Approach?
1. Grammar rules and particular words.
example: second conditionals, vocabulary on the topic
2. Task with a focus on real-life purposes and situations.
example: making a suggestion, writing a complaint, planning a trip)
Which of these is a TASK and which is an
EXERCISE?
1
You’re going to describe one of your favorite films.
First, read the questions and makes notes. 2
What kind of film it is? You’re going to describe a movie that
Who is the director? you like. Use defining relative clauses
Who are the actors? (who, which, that, where) to describe
What it is about? actors, the plot and your
What happens? recommendations.
How does it end?
Why do you like it?
SPEAK
Work in groups. Tell your group about your film.
Which film do you like most? Why?
What is a TASK?
The primary focus should be on “meaning”.
There should be some kind of “gap” (i.e. a
need to convey information to express an
opinion or to infer meaning).
What is a TASK?
Learners should largely have to rely on their
own resources (linguistic and non-linguistic)
on order to complete the activity.
There is a clearly defined outcome other
than the use of language.
What is a TASK? (checklist)
Is the focus on meaning exchange (Trying to communicate, not
practice a set of language items?)
Is there a gap in what student knows?(Will they be interested to listen
to their partner?)
Are the students free to use whatever they want to complete the
task?
Does the task have a clear purpose? (Do the students know why they’re
doing the task?)
Stages of the Task-Based Learning?
Pre-Task Teacher explore
topic with the class,
helps students to
understand
Introduce
the topic highlight useful instructions and
words and phrases, create prepare for the task.
interest/ prepare for
the task.
Topic: Talk about someone you admire
PRE-TASK
STAGE
Introduce the Topic
Teacher: Today we will talk about people who are famous, important to you, or someone who
means a lot to us. It could be your relatives or someone famous.
Question: Who is the person you feel is very important to you?
Teacher: This is actually the topic that you will be talking about. Your Role Model. You have
to think about the kind of adjectives that you would need when you talk about your role
model. Try to generate as many adjectives as you can. Always remember your topic on
adjectives because these will help you describe your role model.
(Can let them work in pairs or groups)
Topic: Talk about someone you admire
PRE-TASK
STAGE
Introduce the Topic:
Give instructions for the task.
Students read the task and ask questions.
Model the task with a good student.
Play audio or a video of the task.
Show what previous students have done .
Topic: Talk about someone you admire
PRE-TASK
STAGE
Brainstorming using the Word Web
Brainstorm using picture and discussion
questions
Read or listen to sample text
Stages of the Task-Based Learning?
TASK CYCLE
Task
Students complete
the task in pairs or
groups while
teachers monitor
progress.
Topic: Talk about someone you admire
TASK CYCLE
The Task:
Teacher: You are going the do a monologue and talk about your
own role model within your groupmate. Try to talk about the
personal life and why you choose him/her to be your role
model. Do this for two minutes.
After two minutes, teacher will ask member from group to share
what the other member have share and how it affected her/him.
(retelling)
Stages of the Task-Based Learning?
TASK CYCLE
Task Planning
Students complete Students prepare to
report back to the class.
the task in pairs or
How they completed the
groups while task and what they
teachers monitor decided or discover.
progress.
Topic: Talk about someone you admire
TASK CYCLE
Planning:
Teacher : Sit in groups and plan how are you going to do your
monologue or speeches.
(Teacher will give guide questions such as [Link] kind of language are was needed?
2. What kind of language is needed?
3. How much successful is your classmates talk? Is about the content or the language?
4. What are your challenges?
5. What is your advise?
Stages of the Task-Based Learning?
TASK CYCLE
Task Planning Reporting
Students complete Students prepare to Groups present
report back to the class. reports in the class
the task in pairs or
How they completed the or exchange written
groups while task and what they reports and compare
teachers monitor decided or discover. results.
progress.
Topic: Talk about someone you admire
TASK CYCLE
Reporting:
Teacher: After a few minute, a member of your
group will report based on the given guide
questions.
-Instruct the class not to interrupt the reporter
instead they can take down notes and let them ask
at the end of the report.
Stages of the Task-Based Learning?
POST-TASK ( Language Focus)
ANALYSIS PRACTICE
Teacher presents the The teacher conducts
language from the text practice of new words
or recording of and phrases that
the topic of the task. appears in the task.
Topic: Talk about someone you admire
POST TASK
ANALYSIS
Teacher now will share the findings he has during
the report and process it through a class discussion
where he can thoroughly analyze together with the
learners the language focus in the task give.
Topic: Talk about someone you admire
POST STAGE
Practice:
Teacher: The teacher will ask the students to use the
words and language focus and grammar that were
identified in the discussion in sentences or
paragraphs. (Oral or written can be employed)
Stages of the Task-Based Learning
General Principles of Task-based Learning
Relevant Tasks
Task-based Learning tasks can be categorized by the
type of mental processes used in the activity, such as
listing, comparing, problem-solving, creative
thinking, and sharing personal experiences.
General Principles of Task-based Learning
Tasks Are Extremely Varied, But All Share Several Common
Features
They must focus on meaning and comprehension, rather than repetition and
recitation. There must be a clearly defined outcome to determine the task’s
effectiveness and the student’s success.
For example, the task could be to book a transportation ticket over the phone. In this
case, the outcome would be to successfully book the ticket. There must be a gap
between teacher instruction, student performance, and end analysis. Lastly, it is highly
effective if students are allowed to choose and utilize the resources that they deem
necessary to complete the task. Please note: this does not include pulling out a phone
and turning to Google translate.
General Principles of Task-based Learning
Students Learn By Interacting
Sitting in a classroom and being lectured at for an hour is not
conducive to language acquisition and production- nor is it good
for confidence and a sense of enjoyment! Each student needs to
be engaged and encouraged to participate.
General Principles of Task-based Learning
Focus On Using And Eliciting Authentic Language
So many textbooks and foreign language classes center around
memorizing and mimicking awkward grammar patterns that
aren’t typically used in real life situations. The language that you
use with students and that you want to instill in them needs to be
genuine and viable in order for the experience to be effective and
useful for them
General Principles of Task-based Learning
Errors Are A Natural Part Of The Learning Process
While correcting them is important to a certain degree, you do
not want to embarrass or dissuade students from trying to
communicate. Praise students for task successes instead of
picking out each tiny error. Errors can be fixed with time, but
confidence can be shattered in a second
General Principles of Task-based Learning
Participation In And Completion Of Tasks Is
Extremely Motivational
Tasks address real life needs and allow students to use their bag of
language tools to meet those needs. Additionally, the use of tasks
allows variation in the classroom, omits boredom (if planned
properly), and encourages students to use a wide variety of
communication styles and techniques, such as comparing,
debating, and persuading.
General Principles of Task-based Learning
Tasks Provide Two Key Processing Elements That Are
Necessary For Language Learning: Input And Output
Copying lines and reciting a song or poem are incapable of meeting this
criteria in their very design. Incorporating opportunities for both input
and output into every task enable language leaners to practice
negotiation, listening and re-defining, rephrasing, and on-the-spot
thinking- all things that occur naturally in our lives on a daily basis.
LANGUAGE Learning Principles of TBL
1. Grammar is important but will come later.
Arises from meaningful communication
Get it right in the end
(Patsy Lightbrown and Nina Speda)
LANGUAGE Learning Principles of TBL
2. Student-Centered Lessons
Learners attempt to communicate idea
They receive feedback in different forms from
their listeners.
Students do the task( for real purpose not
mechanical repetition)
LANGUAGE Learning Principles of TBL
3. Task Achievement increases motivation
(Confidence is built when the task is successfully
done)
Theory of Language using TBL
1. Language is primarily a means of making
meaning.
2. Language means achieving real-life goal.
3. Lexical units are key to language use and
learning.
Theory of Language using TBL
4. Spoken interaction is the key for language
acquisition.
5. Language involves a variety of different
skills.
Assumptions of TBL on Langauge
• Learning is determined internally.
• Language learning is an organic process.
• There is a focus on form that can facilitate
learning.
• Negotiation on meaning offers comprehensible
input.
Assumptions of TBL on Language
• Task and students notice the language gap.
• Interaction offers scaffolded learning
naturally.
• Learning difficulties can be negotiated in
class.
Activities in Language used in TBL Approach
JIGSAW Task- this involves learners combining
pieces of information to form a whole.
INFORMATION Gap-learners engage in a
discussion and exchange ideas. They do not need
to reach to an agreement.
Activities in Language used in TBL Approach
PROBLEM-SOLVING Task- given a problem and
some information, they must arrive to a solution.
OPINION EXCHANGE Task-student groups have
different information and they must negotiate to find out
other information or answer.
Roles of Teacher in TBL Approach
Provide clear and adequate instruction for
the task.
Provide support and interact with students
when needed.
Monitor learner while they are doing the
task.
Benefits of Task-Based Learning as an approach to
language teaching
-study according to Leaver and Kaplan, 2004
Greater motivation
Repetition without boredom
Greater curriculum flexibility
Promotion of how to learn
Natural error correction
Promotes risk-taking
Higher proficiency
Increased students satisfaction
Benefits of Task-Based Teaching on language
Task is done by students
They can use any language they have.(L1)
Improved overall confidence is built when a task is
done successfully.
Sample Demo of a Task-Based Learning
Approach
References:
Anderson N. & Mc Cutcheon N. 2019. Activities for the Task-Based
Leaning DELTA Publishing
Avalishivi, Iryna, 2016, The Task-Based Learning Approach: What, When and
how[Link]
Willis D. & Willis J., 2007. Doing Task-Based Teaching OUP
Willis J. 1996. A Framework for Task-Based Learning Language
Thank you!