Task-based instruction
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1. Task-based instruction focuses on using tasks to promote communication, interaction, and negotiation between students. It requires both linguistic and cognitive skills while focusing on accuracy and fluency. 2. A task involves a meaningful exchange of information where students use the target language to complete an activity. Examples include role-plays, problem-solving activities, surveys, and decision-making exercises. 3. Implementing tasks follows stages including preparation, task completion in groups, and a language focus. It brings authentic real-world activities into the classroom.
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Task-based instruction
- 1. Developing Learners’ Communicative Competence Through Task-Based Instruction Daniela Munca-Aftenev, PhD ACCELS 2011
- 4. Selection Written application (recommendations, essay, school grades) SLEP (Secondary Proficiency English) Role-Play / Interview
- 5. Sample FLEX role plays You are members of the team responsible for the design of the “school of the future” Draw the blueprint of the school Decide upon the curricula Create selection criteria for teachers Create a testing system
- 6. Sample FLEX role plays Organize the “Student of the Year ” competition in your school Create 3 major stages of the selection process How would be the judges selected What would be the prize? Where would the competition organized?
- 7. What is assessed? Leadership roles Communication in team Creativity Organization Feedback / collaboration Communication in English Problem Solving
- 8. Why such an approach? Written / Spoken language Tradition / modern testing technique Academic / life long skills
- 9. The PPP approach Presentation, Practice, Production A traditional model for the organization of language lessons individual language items (for example, the past continuous) are presented by the teacher, then practiced in the form of spoken and written exercises (often pattern drills), used by the learners in less controlled speaking or writing activities
- 10. Test-Teach-Test approach (TTT) the production stage comes first the learners are "thrown in at the deep end“ perform a particular task (a role play, for example) followed by the teacher dealing with some of the grammatical or lexical problems perform the initial task again or perform a similar task
- 11. Watch and answer the Q
- 12. Task-based learning (TBL) Based on three stages Pre-task stage (topic is introduced; instructions are given; vocabulary is introduced) "task cycle“ (learners perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups) Learners prepare a report for the whole class Present their findings to the class in spoken or written form The final stage is the language focus stage
- 13. Language is … used as a vehicle for communication
- 14. Communication is … Lee (2000) Expression Interpretation Negotiation of meaning Long (1996) Genuine human interaction Input feedback output
- 15. Language Competence … Fluency How well ? Accuracy How accurate ? Pragmatics How appropriate ?
- 16. Task-based language learning … use of authentic language asking students to do meaningful tasks using the target language: visiting a doctor conducting an interview calling customer service for help Assessment is on task outcome rather than on accuracy of language forms Popular for developing target language fluency and student confidence
- 17. TBLL was popularized by N. Prabhu while working in Bangalore, India. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions.
- 18. Tradition Exercises … Focus on “Form” No “creativity” Lack of “authenticity” Exhausting and boring ¡ Estoy agotado! ¡ Qu é aburrido!
- 19. Limitations … Teacher = “ drill ” leader Student = “learner” but not “user” Focus = “form” Practice = perfect Audiolingual Method (ALM) Output = learned patterns
- 20. Changes in the 21 st Century… Bringing real tasks in the classroom Focus on Communicative Language Teaching— CLT From exercises to tasks
- 21. Differences … Ellis (2002) Exercise Form-focused language use Language “learner” Intentional Task Meaning-focused language use Language “user” Incidental
- 22. Tasks
- 23. Task ... A task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” Jane Willis
- 24. Example #1: Fill in forms Listen to the conversation and write the missing information of each student. Name: Anna Age: 35 Country: Birth Date: Married: Single: Occupation: Hobbies: Name: Andrew Age: Country: Birth Date: Married: Single: Occupation: Hobbies: Name: John Age: Country: Birth Date: Married: Single: Occupation: Hobbies: Jazz
- 25. Example #1: (continued) Now compare your answers with your partner. Name: Anna Age: 35 Country: Birth Date: Married: Single: Occupation: Hobbies: Name: Andrew Age: Country: Birth Date: Married: Single: Occupation: Hobbies: Name: John Age: Country: Birth Date: Married: Single: Occupation: Hobbies: Jazz
- 26. Example #2: Fill in a chart 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. Movies Concerts $$$ ________________ $$$ ________________ $$$ ________________ $$$ ________________ $$$ ________________ $$$ ________________
- 27. Example #2 (continued) First decide three activities you would like to do and then work with your partner to make up the schedule for the activities. Activity 1 What? Where? How much? What time? Activity 2 What? Where? How much? What time? Activity 3 What? Where? How much? What time?
- 28. Example #3: Role-play You are in a clothing store and have $150 to spend. Card B : You are clerk --Offer to help --Tell him/her what is on sale --Suggestions: a bottle of perfume for mom, a pair of pants for brother, watch for boyfriend --Go to the customer Service Card A : You are customer --You are looking for gifts for three people --Your mom, brother and boyfriend --Ask for suggestions --Ask for prices --Ask him/her to wrap the gifts --Thanks him/her
- 29. Example #4: Decision-making 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.
- 30. Example #4 (continued) Axe (8 kilos) Waterproof sheets of fabric (3 kilos each.) Notebook computer (3.5 kilos) Rope (6 kilos). Fire lighting kits (500 grams each) Portable CD player and CDs (4 kilos.) Short-wave radio (12 kilos) Medical kit (2 kilos.) Bottles of water (1.5 kilos each) Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams) Cans of food (500 grams each) Box of novels and magazines (3 kilos) Source: Nunan D. (2000)
- 31. Example #4 (continued) Now work with three other students and choose the most important three items that you absolutely need to take with you. Item #1 Item #2 Item #3
- 32. Task ... Focus on both “ meaning ” and “ form ” “ Meaning”—information, idea “ Form”—grammar, vocabulary ¡Qué divertido! ¡Qué música!
- 34. TBI … promotes communication , interaction and negotiation fosters active participation and scaffolding allows extended discourse
- 35. TBI … requires linguistic and cognitive skills focuses on both accuracy and fluency engages in real-time language processing
- 36. One Step More … From Question-Answer To Task-based Activities
- 37. Task-Based Activity “ The Most Interesting Person”
- 38. Steps … Step 1 List 10 words that associate with “interesting” Step 2 Describe the person in U.S./in Spain/in France, etc. Step 3 Compare your answers with your partner Step 4 “ Who is the most interesting person? And why?”
- 39. Criteria … Identifying a desired outcome Describe the person Breaking down the topic into subtopics 3-4 steps from easy to difficult Creating concrete tasks From words to sentences Building in linguistic support Vocabulary: adjectives Grammar: to be/like/…
- 40. Types Listing Ordering and sorting Sequencing/ranking Categorizing/classifying Comparing similarities/differences Problem solving Decision making Information gap Sharing experiences Describing/narrating
- 41. Participatory Structure Individual Intra-personal (private speech) Social Interpersonal Teacher-students Student-teacher/other students Student-student (group or pair-work)
- 42. Let’s create a TASK Age group / level Vocabulary / grammar focus Task Time / conditions / rules Presentation Evaluation Feedback
- 43. Incorporation of four skills plus culture “ Tasks ” instead of “exercises” Final Thoughts Authentic materials /pictures Feedback
- 44. Daniela Munca-Aftenev, PhD [email_address]