They’ll NEVER Ask ‘why?’ Again!

Michelle Horner Grau

Task-based language activities

Is this what we want???

Is this what we want?

Memorize and forget?

Or USE with purpose?

Task-b

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What is ‘task-based’ language teaching?

An approach to language education in which students are given functional tasks that invite them to use the language for real-world, non-linguistic purposes, focusing primarily on meaning exchange.

In SLA research, tasks have been used to foster language production, interaction, negotiation of meaning and focus on form.

Language is the vehicle for completing a set task, putting to use current linguistic skills and acquiring new ones.

From Kris van den Branden

Rod EllisDepartment of Applied language Studies and LinguisticsUniversity of Auckland

What is a task?

1. A task is 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.

In a nutshell, TASKS are GOAL-DIRECTED ACTIVITIES.

Learn

ing

by D

oin

gTBLT takes an analytical approach that

begins with the learners and specifies

their real-world communication needs

(David Nunan).

Tasks then serve as the means for

achieving natural language use.

Although there are different types of TASKS, we will focus on structure-based tasks. In other words, rather than an incidental focus on form in the course of completing the task, there is prior selection of linguistic elements to practice-- task-based, planned focus on form but still with a primary focus on meaning.

This is more accurately called ‘task-supported’ language teaching and is, admittedly, a weaker form of communicative teaching, but still uses language purposefully.

Tasks can be designed to develop any of the four language skills: listening, speaking, reading and writing. Ideally, our tasks will be integrative (involve more than one skill).

IDEALLY, attention to form occurs within the context of performing the task!!

Op

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task

SPAN 200: ¡ A VIAJAR! MAKING TRAVEL PLANS

With a partner from class, communicate via e-mail in order to discuss travel plans for the near future. Please include the following information in your communication:

•Where and when you hope to travel•What you want to do there•Hotel preferences (Use all of your Theme 7 information to set the details; reference textbook pages 70-1, 84 if needed)

¿Qué hotel?¿Por cuánto tiempo? (días y noches)¿una habitación sencilla o doble?¿en qué piso?

Once you have agreed upon travel plans, forward your email correspondence to me: michgrau@cnu.edu

Rehearsal task

Pair work Role Play

A: You are a passenger calling to reconfirm a reservation. Use the e ticket (provided separately) to check details of your flight.

B: You are an airline employee. Use the information sheet (provided separately) to answer your partner’s questions.

Example from David Nunan

An

oth

er R

eal

World

Task

Call the airline and reconfirm a

reservation you have. Provide

personal details such as name, flight

number and date (TIER 1).

Check other details, such as terminal,

time of departure, and time you have

to be at the airport (TIER 2). Also, inquire

about seating preference and luggage

restrictions (TIER 3).

Excellent TIERING opportunity!

Activation Task

Students either have different pictures or the same pictures. They ask one another questions in order to determine how

they are different.

Structure-based writing task

Click icon to add picture

Structuring Task-based learning activities

1. Activate student knowledge by prompting them to think about the topic or task at hand, either alone, in pairs or in small groups. When working with others, a consensus needs to be reached.

2. Students exchange ideas and gather information through discussion, interviews, etc.

3. Students may create collaboratively.

4. Whole class sharing of task results and conclusions.

Borrow from the Think-Pair-Share model! I use Think-Pair-Collaborate-Share…

From Tasks and Communicating inLanguage Classrooms

James F. Lee Indiana University

Integrated structure-based tasks

Example 1: Comidas task-based activity

Example 2: ¿Cómo eres? Task-based activity

Example 3: Videotour de la escuela

Example 4: Las invitaciones activity

Other task-based ideas

• !A Cocinar! : students discuss foods and exchange ideas ultimately leading to a video of a simple cooking demonstration using an iPad

• La casa ideal (Ideal home)– students deign their ideal home or find a picture of one and record themselves describing it in the TL; these can be published on a class web page or forum (ie. Edmodo) where the students can post comments• iMovie project or trailer

Works Cited

Ellis, Rod. Task-Based Language Teaching: Sorting Out the Misunderstandings

Nunan, David. Task-based language teaching: From theory to classroom practice

Lee, James F. Tasks and Communication in the Language Classroom