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!