Implementing Task-based Approach in ELT

II Congress for Teachers of EnglishJanuary 31ST , February 1ST and 2ND , 2008Leon, Nicaragua : 

II Congress for Teachers of EnglishJanuary 31ST , February 1ST and 2ND , 2008Leon, Nicaragua Implementing Task-based Approach in Communicative Language Teaching Lic. Rodolfo Chaviano Universidad Americana (UAM) rodolfo.chaviano@uam.edu.ni

Task-Based Language Teaching (TBLT) : 

Task-Based Language Teaching (TBLT) Introduction Rational & Differences with other Approaches Our Experience: Role of the Teacher Our Experience: Role of the Student Types of Tasks and Expected Outcomes (E.g) Conclusion Lic. Rodolfo Chaviano Universidad Americana (UAM)

Task-Based Teaching : 

Task-Based Teaching “Any approach to language pedagogy will need to concern itself with three essential elements: language data, information, and opportunities for practice”, David Nunan, (5) Aspects of Task-Based Syllabus Design, The English Centre, University of Hong Kong, December 2001. Lic. Rodolfo Chaviano Universidad Americana (UAM)

TBLT - Definition : 

TBLT - Definition “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” Jane Willis (1) Taken from: Teaching English through a task-based approach. Jane Willis, 2002, ISBN 84-7719-805-5, pags. 27-36 FOR FURTHER INFORMATION SEE SLIDE 21 Lic. Rodolfo Chaviano Universidad Americana (UAM)

Why Using Task-Based Approach : 

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 British Council, BBC World Service, 2006 Lic. Rodolfo Chaviano Universidad Americana (UAM)

Task-Based Teaching : 

Task-Based Teaching Why Using Task-Based Approach Students are free of language control A natural context is developed from the students' experiences with the language that is personalised and relevant to them They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. Students needs dictate what will be covered rather than a decision made by the teacher or the coursebook. It is a strong communicative approach where students spend a lot of time communicating Provide Self-Access Activities It is enjoyable and motivating (2) Lic. Rodolfo Chaviano Universidad Americana (UAM)

Types of Tasks : 

Types of Tasks Rehearsal task: A piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class (resemble - real world or target task) Pedagogical tasks: A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language while their attention is principally focused on meaning rather than forms (realistic-in the classroom) Activation task: A piece of classroom work involving communicative interaction, but NOT one in which learners will be rehearsing for some out-of-class communication. Rather they are designed to activate the acquisition process (expected out-of class situation) David Nunam, op. cit.(5) Lic. Rodolfo Chaviano Universidad Americana (UAM)

Types of Tasks & Expected Outcome : 

Types of Tasks & Expected Outcome Lic. Rodolfo Chaviano Universidad Americana (UAM) Task Outcome Listing Completed list or draft mind map Ordering & Sorting Information ordered and sorted according to specified criteria Comparing Items appropriately match, or assemble according to similarities and / or differences Problem solving Solution to problems, which can then be evaluated Sharing Personal Experiences Largely social Creative Tasks End product which can be appreciated by wide audience (3)

TO BE DONE IN THE WORKSHOP : 

TO BE DONE IN THE WORKSHOP Lic. Rodolfo Chaviano Universidad Americana (UAM) Find Someone who… has a pet fish collects items lives close to a Disco has never been abroad writes poems Is allergic to penicillin Can play a musical instrument has divorced two or more times

TO BE DISCUSSED IN THE WORKSHOP : 

TO BE DISCUSSED IN THE WORKSHOP Some examples∶ Tasks for Level I See slide with examples (printed handouts) Lic. Rodolfo Chaviano Universidad Americana (UAM)

TO BE DONE IN THE WORKSHOP : 

TO BE DONE IN THE WORKSHOP Some examples∶ Group Work∶ Problem solving-- Work with two other students. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take. See slide No 21 (printed handouts) . Lic. Rodolfo Chaviano Universidad Americana (UAM)

TO BE DISCUSSED IN THE WORKSHOP : 

TO BE DISCUSSED IN THE WORKSHOP Some examples∶ Tasks for Level III See slide with examples (printed handouts) Lic. Rodolfo Chaviano Universidad Americana (UAM)

Task-Based Teaching : 

Task-Based Teaching Some examples∶. Creative Tasks: Creating Projects, Interviews,portfolios, etc. Lic. Rodolfo Chaviano Universidad Americana (UAM)

Task-Based Teaching : 

Task-Based Teaching Framework for TBL* Pre-task Task Planning Report Analysis Practice Lic. Rodolfo Chaviano Universidad Americana (UAM) *Jane Willis, 2002 (4)

Task-Based Teaching : 

Task-Based Teaching Role of the Teacher Cooperate, Listen and respond to Ss needs Decide what tasks to work on Decide when to try a new task Correct and keep feedback (analysis) What specific things did the students do? Help Ss Monitor each other (6) Lic. Rodolfo Chaviano Universidad Americana (UAM)

Task-Based Teaching : 

Task-Based Teaching Lic. Rodolfo Chaviano Universidad Americana (UAM) Role of the Student Work individually or with the groups equally Gather and organize information(report) Present results to others Ss and/or Instructor Analysis of his/her performance with Instructor

Conclusions : 

Conclusions Task-Based Language Teaching addresses some of the ways students are changing Any curriculum content can be taught through tasks – the key point is that the teachers usually will have to create their own worksheets or strategies! The teacher must stay very active during a task- based lesson assisting students individually or as a group! Lic. Rodolfo Chaviano Universidad Americana (UAM)

Conclusions : 

Conclusions Task-Based Language Teaching is another tool for your teaching arsenal – use it when it works for you! Adapt this approach to your classroom where you are the expert! Lic. Rodolfo Chaviano Universidad Americana (UAM)

References : 

References 1 Task-based approach and multiple intelligences. Jane Wills, Longman.2007 2 Teaching English through a task-based approach. Jane Willis, 2002, ISBN 84-7719-805-5, pags. 27-36 3 'A Framework for Task-Based Learning' by Jane Wills, Longman.1996 4 'Doing Task-Based Teaching' by Dave and Jane Willis, OUP 2007. 5 Task-based syllabus design: Selecting, grading, and sequencing tasks. In Crookes and Gass (eds.), 1993b. Nunan, David. 1993. 6 Task-based syllabus design: Specific needs in curriculum. Ahmed, M. 1990. In V. Bickley (ed.), Language Use, Language Teaching and Curriculum. Hong Kong: Institute of Language in Education, Department. 7 From Theory to Practice International Conference on Task-Based Language Teaching September 21-23, 2005 - Leuven (Belgium) 8 Putting Principles to Work” Second International Conference on TBLT from September 20 through 22, 2007, at the University of Hawai‘i at Manoa, in Honolulu Lic. Rodolfo Chaviano Universidad Americana (UAM)

Task-Based Teaching : 

Task-Based Teaching THANK YOU VERY MUCH! Lic. Rodolfo Chaviano Universidad Americana (UAM)

TBLT - Definition : 

TBLT - Definition “A task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate 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." David Nunan (5) Taken from Roger Nunan. Senior Associate EditorAsian EFL Journal September 2006.Volume 8. Issue 3 Lic. Rodolfo Chaviano Universidad Americana (UAM)

Group Work∶ Problem solving : 

Group Work∶ Problem solving Lic. Rodolfo Chaviano Universidad Americana (UAM) Waterproof sheets of fabric (3 kilos each.) Notebook computer (3.5 kilos) Rope (6 kilos). Fire lighting kits (500 grams each) Portable CD player and CDs (4 kilos.) Short-wave radio (12 kilos) Medical kit (2 kilos.) Bottles of water (1.5 kilos each) Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams) Cans of food (500 grams each) Box of novels and magazines (3 kilos) Axe (8 kilos) (2)

Multiple intelligences : 

Multiple intelligences Dr. Howard Gardner