Task Based Language

Task-Based Language Learning
What is meant by `task'?

By `task' is meant a goal-oriented activity in which learners use language to achieve a real outcome. In other words, learners use
whatever target language resources they have in order to solve a problem, do a puzzle, play a game, or share and compare
experiences.
The task framework
The Pre-task phase and the Task cycle proposed below take advantage of the sociolinguistic norms described above, and ensure
a smooth and natural transition from private to more public interaction. The complete framework aims to create in the
classroom the essential conditions for language learning.
1. PRE-TASK
Introduction to topic and task
• T helps Ss to understand the theme and objectives of the task, eg brainstorming ideas with the class, using pictures, mime or
personal experience to introduce the topic,
• Ss may do a pre-task, eg topic-based odd-word-out games.
• T may highlight useful words and phrases, but would not pre-teach new structures.
• Ss can hear a recording of a parallel task being done (so long as this does not give away the solution to the problem). Or, if the
task is based on a text, Ss read a part of it.
 Ss can be given preparation time to think how to do the task.
This initial phase gives useful exposure which helps students to recall relevant words and phrases and to recognize new ones.
The preparation time helps them to think of the kinds of things they can say, and seems to result in better quality language use
at the task stage (Foster, Paper 12).
2. THE TASK CYCLE

Task
• The task is done by Ss (in pairs or groups) and gives Ss a chance to use whatever language they have already to express
themselves and say what they want to say. This may be in response to reading a text or hearing a recording.
• T walks round and monitors, encouraging in a supportive way everyone's attempts at communication in the target language.
• T helps Ss to formulate what they want to say, but will not intervene to correct errors of form unless asked.
• The emphasis is on spontaneous, exploratory talk and confidence-building, within the privacy of the small group.
• Success in achieving the goals of the task naturally helps raise Ss' motivation.
Planning
• Planning prepares for the next stage, when Ss are asked to report briefly to the whole class how they did the task and what
the outcome was.
• Ss draft and rehearse what they want to say or write for their reports.
 T goes round to advise students on language, suggesting phrases and helping Ss to polish and correct their language.
• If the reports are in writing, Ts can encourage peer-editing and use of dictionaries.
• The emphasis is on clarity, organization and accuracy, as appropriate for a public presentation.
• Individual students often take this chance to ask questions about specific language items.
Report
• T asks some pairs to report briefly to the whole class so everyone can compare findings, or begin a survey. (NB there must be
a purpose for others to listen.) Sometimes only one or two groups report in full; others comment and add extra points. The
class may take notes.
• T chairs, comments on the content of their reports, rephrases perhaps but gives no overt public correction. (T can note
language items that are still causing problems.)
This component gives learners practice in public, prestige use of language and increases other students' exposure to spoken or
written language.
Post-task listening
• Ss listen (several times if needed) to a recording of fluent speakers doing the same task, and compare the ways in which they
did the task themselves.
This component gives additional exposure to topic-related material and increases students' experience of the target language in
use.
3. FOCUS ON FORM
Analysis
• T sets some language-focused tasks, based on the texts students have read or on the transcripts of the recordings they have
heard. These are often called ‘consciousness-raising activities’. (Willis and Willis 2006)
Examples include:
- Find words and phrases related to the title or topic of the text. Circle them.
- Read the transcript, find words ending in s or 's and say what the s means.
- Underline all the verbs in the simple past form. Say which refer to past time and which do not.
- Underline and classify the questions in the transcript.
- Choose three phrases you think might be useful for others to know.
• T starts Ss off, then Ss continue, often in pairs.
• T goes round to help; Ss can ask individual questions.
 T then reviews the analysis with the whole class, possibly writing relevant language up on the board in list form; Ss may make
notes. Class shares the useful phrases.
The aim is to help students to explore language, to develop an awareness of aspects of syntax, collocation and lexis, to help
them systematize what they have observed about certain features of language, to clarify concepts and to notice new things.
Practice
• T conducts practice activities as needed, based on the language analysis work already on the board, or using examples from the
text or transcript.
• Practice activities can include:
- choral repetition of the phrases identified and classified
- memory challenge games based on partially-erased examples or using lists already on blackboard for progressive deletion
- sentence completion (set by one team for another)
- matching the past tense verbs (jumbled) with the subjects or objects they had in the text
- Kim's game (in teams) with new words and phrases
- dictionary reference work on new words from text or transcript
Optional follow-up
At the end of the task-based framework, students could:
- Repeat the same or a similar oral task but with different partners.
-Go back through the task materials or earlier texts and write down in their language notebooks useful words, phrases and
patterns that they have noticed.
- Discuss how they felt about the task and the task cycle and what they might like to do next or some time later (and/or note
this down in their diaries for their teacher to read later).

Task Based Language

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Task-Based Language Learning

What is meant by `task'?

2. THE TASK CYCLE

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