Task-Based Learning Strategies for ESL(s)

Task based teaching strategies particularly based on a communicative approach of language learning.

1. Task-Based learning

2. Task-Based Language Teaching (TBLT)

3. Introduction Task-based learning is an alternative approach to communicative language teaching because a task involves a primary focus on meaning, real-world processes of language use and any of the four language skills.

4. Introduction 😉 Teaching efficiency is improved when the learners and their learning are the focus of attention instead of the teacher. 😉 It is a communicative approach 😉 The aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency.

5. BACKGROUND

6. 📌 Language is primarily a means of making meaning. 📌 Multiple models of language inform TBI: structural, functional and interactional models of language. 📌 Lexical units are central in language use and language learning. 📌 “Conversation” is the central focus of language and the keystone of language acquisition. Theory of language

7. “A piece of classroom work that involve learners in comprehending, manipulating, producing, or interacting in target language while attention is focus on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.” (Nunan, 2004)

8. “Any approach to language pedagogy will need to concern itself with three essential elements: language data, information, and opportunities for practice”, David Nunan

9. What is task?

10. “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.” “ A task is a piece of work that must be done, especially one that is difficult or that must be done regularly.” (Longman English Dictionary) (Willis, 1996)

11. “ A task is to give someone the responsibility for doing something.” (Longman English Dictionary) “ A task is any activity that learners engage in to process of learning a language.” (Williams and Burden, 1997:168 “In contrast, exercises are activities that call for primarily form-focused language use. “ (Ellis, 2003)

12. Why Using Task-Based Approach TBLT- Engaging Your Students “ Students may not produce the target language during the free practice stage because they find they are unable to use existing language resources to complete the task”. Richard Frost

13. The TBL framework supports these conditions in a classroom environment.

14. Teacher Roles SELECTOR AND SEQUENCER OF TASKS: A central role of the teacher is in selecting, adapting and/or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner needs , interests and language skill level. PREPARING LEARNERS FOR TASKS: Activities might include topic introduction, clarifying task instructions, helping students learn or recall useful words and phrases to facilitate task accomplishment and providing partial demonstration of task procedures.

15. Learner Roles Primary roles that are implied by task work are: GROUP PARTICIPANT: many tasks will be done in pairs or in small groups. MONITOR: in TBL, tasks are not employed for their own sake but as a means of facilitating learning. Class activities have to be designed so that students have the opportunity to notice how language is used in communication. RISK-TAKER AND INNOVATOR: many tasks will require learners to create and interpret messages for which they lack full linguistic resources and prior experience. The skills of guessing from linguistic and contextual clues, asking for clarification and consulting with other learners may also need to be developed.

16. The Frame work of TBLT

17. The language focus Analysis Students are given an opportunity to reflect and analyse the new language which has emerged through the task. Practice Students put the language acquired into practice.

18. Speaking Task-Based Activities Find Something in Common Great activity to start conversations; Having a timer on the screen/board to tell students they need to switch partners; Not more than 1-2 minutes per person; The student who will report having talked to the greatest number of students in class may win a prize; You may provide students with a few useful phrases before the activity; Pencil-paper-walking around; Questions like “Have you ever lived abroad? Brothers/sisters?” Write the name of the person you have sth in common and move on to the next person; Feedback-Language used to start conversations; something interesting the learned; Anything that many students in class have in common?

19. Five-Minute Debate Skills: Speaking/Listening Time:10-20 minutes/Level: Intermediate to Advanced Pre-teach expressions of agreeing and disagreeing. Give students an age appropriate controversial statement; The best singer/soccer player/etc or “It’s better to rent/buy-depending on students’ level and age. Give students time to prepare their argument. They will present for about one minute; Give time for free discussion at the end; A quick poll whether students changed sides.

20. Just a Minute Skills: Speaking/Listening Time:10-15 minutes Whiteboard, timer Students required to talk for one minute without stopping about a certain topic; Students who aren’t talking pay attention to ask follow up questions; Elicit general categories from students and write them on the board like jobs, hobbies, dreams, movies, food etc; Put students in groups of 3-4 numbering 1-4. Throw a paper plane towards the board, All students numbered 1, start talking about the word the plane got closer to. If taking too long, student out of the race.

21. Odd One Out Skills: Reading/Speaking/Writing Time: 10 minutes Groups of words/pictures Groups of vocabulary words where students determine the odd one out and explain their reasoning; Pre-task-do an example so students understand what they are expected to do. Depending on the students’ level sometimes more than one way of explaining/determining might be possible.

22. S hopping List Skills: Speaking/Listening/Writing Time: 10-20 min/Level:-Intermediate to Advanced One student is the chef-the other is the personal shopper; Pre-teach measurements; Students need to ask specific questions like”do I need onion or garlic for this recipe? or what kind of cheese? Both shopper and chef can provide feedback about the accuracy of the shopping list

23. Survey Activities Skills: Speaking/Listening/Reading/Writing Time:20-30 minutes/Level: High-beginner to Advanced Materials: Survey Handout The teacher prepares the questions ahead of time; Include beginner’s level questions as well as advanced; Not more than 10 questions/2min per question; Clearly explain the instructions-all students need to be standing and asking questions to each other; only speaking in English/target language; write the answers and student’s names to report back to the class.

24. Vacation Time Skills: Speaking/Listening/Writing Time: 20-30/Level: High-Beginner to Advanced Ask students to plan a vacation trip for a certain group/pair of people; describe the group’s preferences/interests/hobbies ask students to suggest places to visit/activities to do/ means of transportation there etc. They will plan a week vacation for this group. if a big class, students present their projects and we vote for the best presentation;

25. Where are the Places? Skills: Speaking/Listening; Time: 10-15 minutes/Level: Beginner to Intermediate; Materials: Map A & Map B with missing info in each Classic Information gap activity; perfect to practice giving directions and asking questions; “What is next to the school?” Good idea to pre-teach some direction words and prepositions; Show students the completed version of the maps to check their answers and understanding;

26. Advantages 1. TBL is applicable and suitable for students of all ages and background. 2. Students will have a much more varied exposure to language with TBL. 3. Students are free to use whatever vocabulary and grammar they know, rather than just the task language of the lesson. 4. Allows meaningful communication. 5. Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. 6. Encourages students to be more ambitious in the language.

27. Disadvantages TBI requires a high level of creativity and initiative on the part of the task. TBI requires resources beyond the textbooks and related materials usually found in language classrooms. TBI is not teacher-centered and it requires individual and group responsibility and commit mention the part of students. There is a risk for learners to achieve fluency at the expense of accuracy.

28. 📖 David Nunan,Aspects of Task-Based Syllabus Design, The English Centre, University of Hong Kong, December 2001. 📖 Teaching English through a task-based approach. Jane Willis, 2002. 📖 Richard Frost British Council, BBC World Service, 2006 . 📖 Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. 📖 Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. 📖 Harmer, J. (1998). How to teach English: An introduction to the practice of English teaching. Essex : Addison Wesley Longman Limited. 📖 Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. 📖 Jost, N. (2003). Issues in Task-based Language Instruction. 📖 JALT Conference Proceedings. Tokyo : Association for Language Teaching. 📖 Willis, J. (1996). A framework for task-based learning. Essex : Addison Wesley Longman Limited. References