Task-Based Language Teaching

Rod Ellis
University of Auckland
Three Dimensions of Language
Teaching
Goal (i.e. ‘why’ the language is being
taught)
Content (i.e. ‘what’ is taught)
- Type A syllabuses
- Type B syllabuses
Methodology (i.e. ‘how’ it is taught)
- accuracy
- fluency
 Task-Based Teaching
Goal Content Methodology

Ability to Type B (i.e. Fluency (i.e.

communicat a series of focus on
e message- message
focused conveyance)
tasks)
 Rationale for Using Tasks
1. Developing implicit knowledge –
learners can best develop implicit
knowledge of a second language
incidentally through the effort to
communicate.
2. Automatization – learners can only gain
in fluency by attempting to use the L2 in
real operating conditions.
 Defining a ‘Task’
1. A task is a goal directed.
2. A task involves a primary focus on
meaning.
3. The participants choose the
linguistic resources needed to
complete the task.
4. A task has a clearly defined
outcome.
 Types of Task
1. Unfocussed tasks
a. Pedagogic
b. Real world
2. Focused tasks
 An Example of a Pedagogic
Task
1. Four students – each has one picture
and describes it to the rest of the class.
2. Students from the rest of the class ask
the four students questions about their
pictures.
3. One student from the class tries to tell
the story.
4. If necessary Steps 2 and 3 are repeated.
 Some Typical Pedagogic
Tasks
1. Information-gap tasks (e.g. Same or
Different)
2. Opinion-gap tasks (e.g. Balloon debates)
3. Reasoning-gap tasks
4. Personal tasks
5. Role-play tasks
Note: Tasks can be dialogic or monologic;
they can be performed orally or in
writing.
 A Real-World Task
Look at the e-mail message below. Listen to Mr.
Pointer’s instructions on the tape. Make notes if
you want to. Then write a suitable reply to
Lesieur.

Dear Mr. Pointer

Please send flight number, date and time of arrival
and I will arrange for someone to meet you at the
airport.
Lesieur.
 A Focused Task
Can you spot the differences?

A
 A Focused Task
Can you spot the difference?

B
 Two Approaches to Using
Tasks
1. Use tasks to support a Type A approach.
- task-supported teaching (Type A)
- weak form of communicative language
teaching
2. Use tasks as the basis for teaching
- task-based teaching (Type B)
- strong form of communicative teaching
 Designing a Task-Based
Curriculum
1. Select task types according to
general level.
2. Determine the themes/topics of the
tasks
3. Grade tasks in terms of task
difficulty
4. Specify language/skills/ text types
required to perform the task.
The Methodology of Task-Based
Teaching
Three phases in a task-based lesson:
1. Pre-task phase
2. Main task phase
3. Post-task phase
 The Pre-Task Phase
Some options:

1. Allow the students time to plan.

2. Provide a model
3. Do a similar task
4. Pre-teach key linguistic items
 The Main Task Phase
Some options:
1. Whole-class vs. small group work
2. Set a time for completing the task.
3. Vary the number of participants.
4. Introduce a surprise element.
5. Tell students they will have to
present a report to the whole class.
 The Post-Task Phase
Some options:

1. Students give a report.

2. Repeat task (e.g. students switch
groups)
3. Consciousness-raising activities.
 Focussing on Form
Opportunities to focus on form arise in task-
based teaching:
Definition:
Focus on form … overtly draws students’
attention to linguistic elements as they
arise incidentally in lessons whose
overriding focus is on meaning or
communication. (Long 1991)
cf. Focus on forms
 Three Types of Focus on
Form
1. Reactive focus on form (error
correction)
2. Teacher-initiated focus on form
3. Student-initiated focus on form
 Reactive Focus on Form: An
Example
T: What were you doing?
S: I was in pub
(2)
S: I was in pub
T: In the pub?
S: Yeh and I was drinking beer with my
friend.
 Dual Focus
Learner 1: And what did you do last weekend?
Learner 2: … I tried to find a pub where you don’t
see – where you don’t see many tourists. And I
find one
Teacher: Found.
Learner 2: I found one where I spoke with two
English women and we spoke about life in
Canterbury or things and after I came back
Teacher: Afterwards …
 Swan’s Critique of TBLT

Assumptio Critique Response

n
TBLT does not claim this is the only way
 Swan’s Critique of TBLT
Assumption
Acquisition takes place on-
line during communication,
Conscious noticing of form
is necessary for acquisition.
The existence of
developmental sequences
makes a structural syllabus
unworkable.
TBLT prioritizes the
acquisition of grammar.
Swan’s Critique
There is no evidence to
show that this is the only
way acquisition takes place.
Not all acquisition involves
conscious attention to form.
The evidence for
developmental sequences is
limited; if they do exist they
also nullify incidental focus
on form
Learning another language
is as much about learning
vocabulary as grammar
Response
It is not the only way; but it
is the most efficient way to
develop the implicit
knowledge needed for fluent
communicative use.
TBLT is not dependent on
conscious noticing; it caters
to both conscious and
unconscious learning.
Incidental attention to form
is extensive; some of it hits
and some of misses.
Enough hits to make it
effective for acquisition.
Agreed. TBLT serves as an
approach for developing all
aspects of an L2.
 The Danger of Piginization
L1: What?
L2: Stop.
L3: Dot?
L4: Dot?
L5: Point?
L6: Dot?
LL: Point, point, yeh.
L1: Point?
L5: Small point.
L3: Dot
(From Lynch 1989, p. 124; cited in Seedhouse 1999).

But tasks can be structured to promote more complex and

accurate interaction.
 The Teacher’s Role
Swan denigrates TBLT on the basis that
the teacher is relegated to the role of
manager and facilitator of interaction.

But the teacher can also be supplier of

input and also a source of feedback. Not
all TBLT lessons are learner-centred.
 Input and Output
Swan –
“It remains true that TBI provides learners
with substantially less new language than
traditional approaches. This seems a
serious weakness.”
Tasks can involve all four skills. Many
tasks involve input only (i.e. are listening
or reading tasks).
Pedagogic Problems and Solutions

Problem Solution

1. Students lack Devise activities

proficiency to that develop ability
communicate in the to communicate
L2 gradually.
2. Students Use small group
unwilling to speak work; allow
English in class. planning time;
learner training
Problems with the Educational System
and Solutions
Problems Solutions

1. Emphasis on Review philosophy

‘knowledge’ of education.
learning
2. Examination Develop new more
system communicative
exams
3. Large classes Use small group
work; develop
tasks suited to
large classes.
 Conclusions
1. Task-based teaching offers the opportunity for
‘natural’ learning inside the classroom.
2. It emphasizes meaning over form but can also
cater for learning form.
3. It is intrinsically motivating.
4. It is compatible with a learner-centred
educational philosophy but also allows for
teacher input.
5. It caters to the development of communicative
fluency while not neglecting accuracy.
6. It can be used alongside a more traditional
approach.