Task-based language teaching-the misunderstandings
- 1. TASK-BASED LANGUAGE TEACHING: SORTING OUT THE MISUNDERSTANDINGS Rod Ellis PRESENTER: SHIDAK RAHBARIAN May, 2017 1
- 2. Prabhu (1987) Candlin and Murphy’s (1987) Nunan (1989; 2004) Crookes and Gass(1993) Estaire and Zanon (1994) Willis (1996) Skehan (1998a) Ellis (2003) Leaver and Willis (2004) Edwards and Willis (2005) Van den Branden (2006) Garcia Mayo (2007) Eckerth and Siekmann (2008) Samuda and Bygate (2008) 2 Has its origins in Dewey’s (1913) views And researched and practiced by
- 3. TBLT has been subjected to criticism by the following critics: Sheen (1994; 2004) Swan (2005) Widdowson (2003) Seedhouse (1999 and 2005) Li (1998) Carless (2004) Butler (2005) 3
- 4. A TASK MUST SATISFY THE FOLLOWING CRTERIA: 4 TASK
- 5. 5 UN Opportunities for communicating and using language in general Opportunities for communicating and using specific linguistic features
- 6. Design: type of tasks the content of the tasks the sequence of the tasks Methodology: the structure of a task-based lesson the type of participatory structure to employ. 6 A task-based lesson can involve three phases pre-task phase MAIN TASK PHASE post-task phase OBLIGATORY
- 7. 7 CHARACTERISTICS: Long’s (1985) Skehan’s (1998a) Ellis’s (2003) 1- AUTHENTICITY 2- LEARNER- CENTEREDNESS Not necessarily 3- FOCUS ON FORM Corrective feedback Pre-task All phases 4- TASKS Unfocused- Focused Unfocused Unfocused- Focused 5- REJECTION OF TRADITIONAL APPROACHES
- 8. 1) The definition of a ‘task’ 2) Semantic vs. pragmatic meaning 3) Impoverished interaction 4) Task-as-work plan vs. task-as-process 5) Inadequate coverage of grammar 6) Attention to form 7) Consciousness-raising tasks 8) Vocabulary and pronunciation 9) Output vs. input-based task based lan. teaching 10) The role of the teacher 11) Acquisition-rich vs. acquisition-poor environments 12) ‘Legislation by hypothesis’ 8
- 9. Skehan (1998) provides the following definition: 1. Meaning is primary. 2. There is a goal that needs to be worked towards. 3. The activity is outcome-evaluated. 4. There is a real-world relationship. 9 1- It does not distinguish semantic and pragmatic meaning 2- it is not clear what Skehan means by ‘goal’ 3- a successful outcome to a task may not result in any learning if only minimal language is involved. 4-The nature of the ‘real-world relationship’ is not specified Widdowson (2003) CRITICIZED this definition as it is loosely formulated as mentions that:
- 10. Tasks prioritize PRAGMATIC MEANING and neglects SEMANTIC MEANING Widdowson’s Example: I am walking to the door. 10 Criticism by Widdowson is about pragmatic and semantic meaning of task:
- 11. Performance of tasks by learners, will just result in poor language use as in the below information gap task, they just have INDEXICALIZED and PIDGINIZED language (Fossilization than acquisition 11 Seedhouse (1999) objects that:
- 12. 12 Sheen (2003) and Swan (2005) complains inadequate coverage of grammar Long and Crookes (1993) defended this criticism by the idea that Focused tasks comprise the linguistic content Unfocused tasks has no place for grammar Sheen 2003 complains inadequate coverage of grammar in TBLT syllabus Swan 2005 insists that TBLT outlaws grammar syllabus.
- 13. The term was coined by Long (1991) Now imagine the following situation It is all true, but is this partial really recast accepted? 13 Sheen 2003 criticizes that the only practice in grammar happens during a problem while communication.
- 14. Misunderstanding arises from the term FOCUS ON FORM, ( it does not only indicates the grammar) William (1999) mentions that this form can be lexical Ellis (2001) identified forms in a 12-hour TBLT class of adult learners: Loewen (2005) has worked on another case of 32 hours TBLT class of adult learners : 14 Swan 2005 claimed that theoretical rationale for TBLT limits it to learning grammar but not vocabulary and phonology. • 159 lexical • 76 pronunciation • 163 grammar 429 focus on form • 43% Vocabulary • 22% pronunciation • 33% grammar
- 15. That TBLT does not provide new language to learners, the following questions arise: Ellis (2003) worked on listening tasks called them ‘listen-to-do tasks’ can be enriched with new vocabulary as well as reading. 15 • How is this claim measured in traditional approach and in TBLT approach? • What does “new language” refer to? Swan 2005 provides us with an astonishing criticism that TBLT
- 16. Teachers’ role changes to facilitators and managers. Prabhu (1987) challenges this claim and distinguishes between A pre-task which is performed by teacher And the main task which is performed by learners individually Teachers are generally rolled as “skilled communicator” not just as facilitators 16 Swan 2005 proposed that TBLT promotes learner-centeredness and discusses about the role of teachers as follows:
- 17. Although Prabhu (1987) and Beretta and Davies(1985) had evaluations in this regard. The findings were as follows: the tests favouring the traditional group, this group did best. the tests favouring the task-based group, this group did best. the neutral tests, the task-based group did best. 17 Sheen (2003) and Swan (2005) argues that there is no empirical evidence to support the hypotheses that underlies theoretical rationale for task-based teaching. This evaluation suggests that TBLT is superior to traditional teaching.
- 18. Here are a number of principles that, if followed, may help to make the problems better The proficiency levels of the students Tasks should result in appropriate L2 use Teachers need a clear understanding of task Awareness of the purpose and rationale of the task The teachers must be also involved in the development of the task materials(Ideally). 18 No1 is : Carless (2004) in Thailand who examined the implementation of TBLT in the context of Hong Kong’s ‘target-oriented curriculum’ in elementary schools. No 2 is : McDonough and Chaikitmongkol (2007) who reported on an innovative task-based course for students at Chiang Mai University.
- 19. But despite all the abovementioned criticisms, Ellis provides us with some of the advantages of a task-based approach; TBLT offers the opportunity for ‘natural’ learning It emphasizes meaning over form rich input of target language Motivating learner-centred educational philosophy development of communicative fluency alongside a more traditional approach 19
- 20. THANKS FOR YOUR KIND ATTENTION SHIDAK RAHBARIAN 20