task based learning v3

Task Based Instruction

Lydia Bermúdez GuillénPablo Díaz LobatoEduardo Izeta Artamendi1st of December, 2011

IntroductionWhat is a Task?Main featuresTypes of taskDifficulty factorsPractice exampleStagesAdvantages & DisadvantagesTips Conclusions

Schedule

Task Based Instruction

• Communicative Approach

• Provides a natural context for language use

• Basis: Interaction among students

• Facilitate language acquisition

Introduction

Focus on TASK COMPLETION

What is a Task?

Hard to define

Activity that engages learners

Implies active use of the language to accomplish an objective

Willis (1996): ‘An activity where the learner makes use of the target language

for a communicative purpose so as to achieve an outcome’

Task Based Instruction

• Emphasis on communicative fluency and confidence

• Lesson based around the completion of a central task

• Language studied is not pre-determined

• Language studied is determined by what happens as the students complete it.

Main features

Students use all forms of understanding and speaking

Task Based Instruction

• Focus on pragmatic meaning

• Negotiation of meaning • ‘Scaffolding’ • Natural context for language use

Main features

Authenticity

3 TYPES OF TASKS

Information-gap

Reasoning-gap

Opinion-gap

Tasks can also be open ended or closed

Task Types

• Linguistic factors: Complexity of required language

• Cognitive factors: Processing of complex data? • Performance factors: Real-time or rehearsed?

Difficulty Factors

These factors must be considered before proposing a task

PRE-TASK

• Interactive participation

LET’S MAKE A PLAN FOR A NIGHT OUT

PRACTICE EXAMPLE: ‘A NIGHT OUT’

TASK

• Topic introduction• Group arrangement• Task preparation

PLANNING

REPORTING

ANALYSIS

PRACTICE

PRACTICEANALYSIS

REPORT

PRE-TASKTASK

PLANNING

15´10´

15´

TIME

TASK STAGES

STAGES

10´ 20´10´

PRE-TASK

• Teacher introduces the topic • Gives clear instructions for the task stage• Might help students to recall some useful language• Students can take notes and prepare for the task:

• Planning a report• Practicing role-play• Writing a questionnaire• Brainstorming

Can also include playing a recording of people doing the task

STAGE 1:

TASK

• Students produce/perform/present their task in groups:

• Producing a poster• Performing a role-play• Having a debate

• Teacher monitors and offers encouragement

Students use their own language resources

STAGE 2:

PLANNING

• Students prepare a short oral or written report

• Students practice what they are going to say in their groups

Teacher available for advice and clear up questions

STAGE 3:

REPORT

• Students report back to the class orally or read the written report

• Teacher chooses order of presentation and gives some quick feedback

May also play a recording of other people doing the same task

STAGE 4:

ANALYSIS

• Reflection upon task realization:• Was it useful?• Was it enjoyable?

• Language reflection:• Error correction• Reflection by learners

The teacher can also highlight the language used during the report phase for analysis

STAGE 5:

PRACTICE

• Teacher selects language areas to practice based upon:

• Student needs• Needs emerged from task reports

• Students do practice activities to increase their confidence.

Students make a note of useful language

STAGE 6:

Advantages Disadvantages

Advantages & Disadvantages

TASK BASED INSTRUCTION

• Students are free of language control.

• A natural context is developed from the students' experiences

• The students will have a much more varied exposure to language

• The language explored arises from the students' needs

• It is a strong communicative approach where students spend a lot of time communicating.

• Not for beginners • Can´t predict or guarantee what the

students will learn• Hard to focus on specific language

features• Restricting their experience to single

pieces of target language is unnatural

• Some students might be unwilling to speak while others speak too much

• First time Easy task• Students must know enough:

• Vocabulary• Grammar• Topic

• Clear instructions• Not too long• For all levels• No correcting during the task

TIPS TO AVOID PROBLEMS

• Design and sequencing of tasks is crucial• Relevant activities increase effectiveness of the

learning• Hard to predict or guarantee what the students will

learn

Wide exposure to language is the best way of ensuring that students will acquire it effectively

CONCLUSIONS

Enjoyable and motivating !!!

QUESTIONS & FAREWELL

Thank you for your attention!