Towards a version of task-Towards a version of task-based approaches suitable based approaches suitable

for schoolingfor schooling

David CarlessDavid Carless

University of Hong Kong University of Hong Kong

dcarless@hku.hkdcarless@hku.hk

Aims of the studyAims of the study

• To probe key issues in the To probe key issues in the implementation of task-based teaching implementation of task-based teaching in Hong Kong secondary schoolsin Hong Kong secondary schools

• To work towards a version of task-based To work towards a version of task-based teaching suitable for schools in Hong teaching suitable for schools in Hong Kong and other comparable settingsKong and other comparable settings

• To propose some features of a ‘situated To propose some features of a ‘situated version of TBLT’ version of TBLT’

Critiques of TBT relevant to Critiques of TBT relevant to schoolsschools

• Bruton – limited applicability; new Bruton – limited applicability; new knowledge? accuracy?knowledge? accuracy?

• Klapper – too close to L1 processes Klapper – too close to L1 processes for FL contextsfor FL contexts

• Seedhouse – task completion but Seedhouse – task completion but limited linguistic outputlimited linguistic output

• Swan – less effective for teaching Swan – less effective for teaching new language; lack of inputnew language; lack of input

Contextual suitabilityContextual suitability

• Espoused methodology needs to be Espoused methodology needs to be sensitive to the socio-cultural context sensitive to the socio-cultural context (Holliday, 1994)(Holliday, 1994)

• A context approach to language A context approach to language teaching (Bax, 2003)teaching (Bax, 2003)

• Ellis (2003): Ch 10 - innovationist Ellis (2003): Ch 10 - innovationist perspectives e.g. cultural suitability; perspectives e.g. cultural suitability; ESL vs EFL.ESL vs EFL.

Hong Kong contextHong Kong context

• Façade of progressiveness mixed with Façade of progressiveness mixed with generally traditional practicesgenerally traditional practices

• 1983 CLT syllabus not implemented widely1983 CLT syllabus not implemented widely

• Recent task-based syllabi (primary c1997, Recent task-based syllabi (primary c1997, secondary c2000) not implemented widelysecondary c2000) not implemented widely

• Adoption rather than implementationAdoption rather than implementation

• With pockets of successful implementation With pockets of successful implementation

Research methodResearch method

• Semi-structured interviews Semi-structured interviews • Purposive samplingPurposive sampling• 10 teacher educators10 teacher educators• 11 teachers 11 teachers • Extensive data set but single method Extensive data set but single method

(no classroom observation)(no classroom observation)• Analysis including, member checking Analysis including, member checking

and reinterpretationand reinterpretation

Findings: 4 themesFindings: 4 themes

• Need for adaptation of TBLT for Hong Need for adaptation of TBLT for Hong Kong schoolsKong schools

• Role of grammar and PPPRole of grammar and PPP

• Role of examinations Role of examinations

• Oral group work in TBLT vs other Oral group work in TBLT vs other modesmodes

Need for adaptationNeed for adaptation

• Danger of being too doctrinaireDanger of being too doctrinaire

• Risk of underplaying teachers beliefs Risk of underplaying teachers beliefs and practices and practices

• ‘‘TBL with local characteristics’TBL with local characteristics’

• ‘‘An eclectic compromise’An eclectic compromise’

Quotation 1Quotation 1

• ““Teachers would actually have a lot Teachers would actually have a lot more confidence if they can see more confidence if they can see variations suited to the TBLT variations suited to the TBLT framework, for example, with the framework, for example, with the language focus coming in right at the language focus coming in right at the beginning. … My impression is most beginning. … My impression is most teachers will tend to be more in favor teachers will tend to be more in favor of a ‘soft’ TBLT approach” of a ‘soft’ TBLT approach”

Importance of grammarImportance of grammar

• Grammar teaching emphasised by Grammar teaching emphasised by teachers teachers

• Part of their existing beliefsPart of their existing beliefs• Deductive rather than inductive Deductive rather than inductive

approaches approaches • ““Students need more grammar”Students need more grammar”• Sometimes linked to communicative Sometimes linked to communicative

use of languageuse of language

Quotation 2Quotation 2

• ““Why not spend more time on more Why not spend more time on more traditional language approaches? traditional language approaches? Students need to be given more help Students need to be given more help with basic English grammar before with basic English grammar before they adopt the task-based approach. they adopt the task-based approach. You can’t expect them to be able to You can’t expect them to be able to perform a task successfully without perform a task successfully without giving them input”. giving them input”.

Input, pre-task & PPPInput, pre-task & PPP

• Input: grammar, vocab, presentation, Input: grammar, vocab, presentation, drillingdrilling

• Some teachers (and teacher Some teachers (and teacher educators) suggested that PPP is educators) suggested that PPP is preferable to TBLTpreferable to TBLT

• Invoked limitations of TBLT rather Invoked limitations of TBLT rather than rebutting limitations of PPP than rebutting limitations of PPP

• Developmental readiness; lack of Developmental readiness; lack of support for PPP in SLA theory.support for PPP in SLA theory.

Quotation 3Quotation 3

• ““The problem with Hong Kong The problem with Hong Kong teachers is that they do a lot of teachers is that they do a lot of feeding in of language at the feeding in of language at the beginning of the task cycle but very beginning of the task cycle but very rarely language analysis at the end. rarely language analysis at the end. This is something that I always This is something that I always recommend, not just for remediation recommend, not just for remediation but for extension”.but for extension”.

ExamsExams

• Usually presented as a barrier to the Usually presented as a barrier to the implementation of TBLTimplementation of TBLT

• Internal – less task-based Internal – less task-based

• External – more task-based (cf School-External – more task-based (cf School-based assessment – Davison, 2007)based assessment – Davison, 2007)

• Developments in external examinations Developments in external examinations impacting incrementallyimpacting incrementally

Quotation 4Quotation 4

• ““If task-based learning could be tied If task-based learning could be tied really firmly with assessment, preparing really firmly with assessment, preparing for exams, passing the test, passing a for exams, passing the test, passing a paper at HKCEE [Hong Kong Certificate paper at HKCEE [Hong Kong Certificate of Education Examination], then we of Education Examination], then we would get more teachers actively would get more teachers actively engaging with TBL. For the reading engaging with TBL. For the reading paper at HKCEE, let’s have some tasks paper at HKCEE, let’s have some tasks focused on reading”.focused on reading”.

Beyond the oral group work Beyond the oral group work tasktask

• TBLT seems to place too much TBLT seems to place too much emphasis on speaking / oral group emphasis on speaking / oral group workwork

• Challenges for oral group work tasksChallenges for oral group work tasks

• Need for R & W for exams and future Need for R & W for exams and future study or workstudy or work

• Balance of individual, pair and group Balance of individual, pair and group workwork

Quotation 5Quotation 5

• ““I don’t know why exactly, but TBL seems to I don’t know why exactly, but TBL seems to have become equated with group work. It have become equated with group work. It doesn’t have to be so and I think all doesn’t have to be so and I think all teachers should realize this” teachers should realize this”

• ““Task-based approaches need to focus not Task-based approaches need to focus not just on speaking but on the other skills, too. just on speaking but on the other skills, too. If we could get more tasks out there on If we could get more tasks out there on reading or writing, it would be very healthy. reading or writing, it would be very healthy. And that kind of task would cohere better And that kind of task would cohere better with assessment and the nature of Hong with assessment and the nature of Hong Kong schools”. Kong schools”.

Conclusions Conclusions

• Dangers of TBLT being Dangers of TBLT being misinterpreted by teachers (and misinterpreted by teachers (and teacher educators)teacher educators)

• TBLT relatively complex, especially in TBLT relatively complex, especially in terms of implementation terms of implementation

• Many variations with task-supported Many variations with task-supported teaching being perhaps most feasible teaching being perhaps most feasible for schoolingfor schooling

‘‘Situated task-based Situated task-based approach’approach’

• Situated task-based approaches, in Situated task-based approaches, in which culture, setting and teachers’ which culture, setting and teachers’ existing beliefs, values and practices existing beliefs, values and practices interact with the principles of task-interact with the principles of task-based teaching based teaching

Suggested featuresSuggested features

• Strengthened grammatical options Strengthened grammatical options e.g. focused taskse.g. focused tasks

• Strengthened post-task phase, Strengthened post-task phase, including CR including CR

• Exam preparation linked more fully Exam preparation linked more fully with task-based approacheswith task-based approaches

• Strengthened R & W tasks.Strengthened R & W tasks.

Full paper to appear as:Full paper to appear as:

• Carless, D. (2007) The suitability of Carless, D. (2007) The suitability of task-based approaches for secondary task-based approaches for secondary schools: perspectives from Hong schools: perspectives from Hong Kong, Kong, SystemSystem, 35(4). , 35(4).