What is task-based language teaching?What is task-based language teaching?

David NunanThe English Centre

University of Hong Kong

OverviewOverview

TBLT - Theoretical/conceptual considerations

A framework for TBLT

Examples

Syllabus design considerations

A pedagogical sequence for introducing tasks

Theoretical/conceptual considerations

Theoretical/conceptual considerations

Traditional ‘synthetic’ approaches

Different parts of the language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up. (Wilkins, 1976: 2)

Theoretical/conceptual considerations

Theoretical/conceptual considerations

Communicative ‘analytical’ approaches Prior analysis of the total language system

into a set of discrete pieces of language that is a necessary precondition for the adoption of a synthetic approach is largely superfluous. … [Such approaches] are organized in terms of the purposes for which people are learning language and the kinds of language that are necessary to meet these purposes. (Wilkins, 1976: 13)

A Framework for TBLTA Framework for TBLT

Pedagogical tasks

Rehearsal tasks

Activation tasks

Enabling skills

Language exercises

Communicative activities

Real-world / target tasks

Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle / Thomson Learning

ExamplesExamples

Real world task

Call the airline and reconfirm a reservation you have. Check other details, such as time of departure, and time you have to be at the airport.

ExamplesExamples

Rehearsal task

Write your resume and exchange it with another student. Study the positions available advertisements in the newspaper and find a job that would be suitable for your partner.

ExamplesExamples

Activation task

Work with three other students. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take. (Remember, you can’t take more than 20 kilos with you.)

(con’t)

ExamplesExamples

Activation task (con’t)

Axe (8 kilos) Box of novels and magazines (3 kilos)

Cans of food (500 grams each) Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams)

Bottles of water (1.5 kilos each) Medical kit (2 kilos.) Short-wave radio (12 kilos) Portable CD player and CDs (4

kilos.) Firelighting kits (500 grams each)

Rope (6 kilos).

Notebook computer (3.5 kilos) Waterproof sheets of fabric (3 kilos each.)

ExamplesExamples

Enabling skillsTeach vocabulary

Comedies, horror films, action movies, romances, thrillers, dramas

Teach structuresWhat kind of movies do you like?I like_____________.Do you like__________?Yes, I do.No, I don’t.

ExamplesExamples

Language exercise

Fill in the blanks with these words: boring, romance, Annie McDowell,

Chocolate and Roses

_______ is a terrible actress. Her new movie is _______. It’s a ______, but it’s also extremely ________.

ExamplesExamples

Communicative activityFind someone who ….

Likes Doesn’t like

Thrillers ……. ……

Comedies ……. ……

Romances ……. ……

Action movies ……. ……

Syllabus design considerationsSyllabus design considerations

Tasks Macrofunctions Microfunctions Grammar

Look at the map. You are at the hotel. Ask your partner directions to the bank.

You are having a party. Tell your partner how to get from the school to your home.

Exchanging goods and services

Asking for and giving directions

Wh-questions. Imperatives

Tasks Macrofunctions Microfunctions Grammar

Role play. You are in a clothing store and have $150 to spend. Look at the clothing items on the worksheet. Find out the prices, and decide what to buy.

Exchanging goods and services

Asking about and stating prices

How much / how many Yes/no questions

Listen to the automated ticketing service for ‘What’s on around town this weekend’. Make a list of movies, and concerts and how much they cost. Work with three other students and decide where to go.

Group work discussion and decision-making task. Look at a set of ‘to let’ ads., and decide on the most suitable place to rent.

Syllabus design considerations

Tasks Macrofunctions Microfunctions Grammar

You are at a party. Introduce your partner to three other people.

Role play. You are taking part in a job interview. Your partner will ask you about yourself. Answer his / her questions.

Socializing Exchanging personal information

Stative verbs Demonstrative: This

Syllabus design considerations

A target taskA target task

Group work discussion and decision making task. Look at a set of ‘to let’ ads., and decide on the most suitable place to rent.

A pedagogical sequence for introducing tasks

Step 1

Step 1

Create a number of schema building tasks that introduce initial vocabulary, language and context for the task.

Example

Look at newspaper advertisements for renting accommodation. Identify key words (written as abbreviations), and match people with accommodation.

Step 2

Give learners controlled practice in the target language vocabulary, structures and functions.

Example

Listen to a model conversation between two people discussing accommodation options and practice the conversation.Practice again using information from the ads. In step 1.

Step 2

Step 3

Give learners authentic listening practice.

Example

Listen to several native speakers inquiring about accommodation and match the conversations with newspaper ads.

Step 3

Step 4

Focus learners on linguistic elements – e.g. grammar and vocabulary

Example

Listen again to conversations and note intonation contours. Use cue words to write complete questions and answers involving comparatives (cheaper, closer, more spacious etc.)

Step 4

Step 5

Provide freer practice.

Example

Pair work information gap role play. Student A play the part of a potential tenant. Make a note of needs and then call rental agent. Student B plays the part of a rental agent. Use ads., and offer partner suitable accommodation.

Step 5

Step 6

Pedagogical task

Example

Group work discussion and decision making task. Look at a set of ads., and decide on the most suitable place to rent.

Step 6

Principles of TBLT - Scaffolding

Scaffolding

Lessons and materials should provide supporting frameworks within which the learning takes place. At the beginning of the learning process, learners should not be expected to produce language that has not been explicitly taught.

Task dependency

Within a lesson, one task should grow out of, and build upon the ones that have gone before.

Recycling

Recycling language maximizes opportunities for learning and activates the ‘organic’ learning principle.

Principles of TBLT- Task dependency

- Recycling

Active learning

Learners learn best by actively using the language they are learning.

Integration

Learners should be taught in ways that make clear the relationships between grammatical form, communicative function, and semantic meaning.

Principles of TBLT - Active learning

- Integration

Reproduction to creation

In reproductive tasks, learners reproduce language models provided by the teacher, the textbook or the tape. These tasks are designed to give learners mastery of form, meaning and function, and provide a basis for creative tasks. In creative tasks, learners are recombining familiar elements in novel ways.

Principles of TBLT- Reproduction to creation

Reflection

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

Principles of TBLT- Reflection