Task Based Learning

Task Based Learning: 

Task Based Learning Balancing Process and Product ?

Product vs Process approaches: 

Product vs Process approaches Mainstream British communicative teaching remained product-oriented – ie the teacher /coursebook decided what language should be learnt and the learner’s task was to learn and produce it

Product vs Process approaches: 

Product vs Process approaches US methodology, on the other hand, was process oriented – Krashen, TPR, Community Language Learning etc. There was less focus on the actual language learnt /acquired, and more on language learning processes

Product and Process – Strong Forms: 

Product and Process – Strong Forms Product based teaching/learning - the T / Course designer knows what should be learnt, when it should be learnt, and how it should be learnt. - a systematic PPP approach will allow learners to understand and use the language. - language learning is an additive process. Learners can learn one thing and then move on to the next. Process based teaching / learning - acquisition focus : focus only on expressing and negotiating meaning; no focus on language, no practice activities; feedback = content only, not language.

Batstone, Product and Process : Grammar in the Second Language Classroom in Bygate et al, 1994 Grammar and the language teacher, Prentice Hall: 

Batstone, Product and Process : Grammar in the Second Language Classroom in Bygate et al, 1994 Grammar and the language teacher, Prentice Hall Strong forms of … Product approaches : manipulation Process approaches : abdication Argued for a middle way : regulation “What would seem desirable is a degree of balance between what are (as I have represented them) two extremes. A conception of grammar teaching which provides a measure of regulation over learner activity but does not jettison the need to harness the processes of language use. With this in mind I think we should think of process and product not as polarities but as points on a pedagogic continuum, with the kind of regulation I am suggesting located somewhere towards the centre.”

Task Based Learning: 

Task Based Learning Inspired by Krashen, the Bangalore project (Prabhu), and others … The Task Cycle Pre-task : Introduction to topic and task Task Cycle : Task – Planning- Report Language Focus : Analysis – Practice Example : Lindsay Clanfield – Teaching Used to http://www.onestopenglish.com/section.asp?docid=144974

TBL, DEA and TTT: 

TBL, DEA and TTT TBL differs from the Deep End Approach and TTT in various ways, particularly in the type of task used : TBL insists that the task should be based on authentic communication DEA initial tasks were often simulated – roleplays etc TTT could potentially use any activity as a starting point – multiple choice or gap fill activities etc

Task Based Learning: 

Task Based Learning A typical feature of TBL which was also used in the DEA is the use of a (usually taped) native speaker version of the task. This may be used : in the pre-task stage, to serve as a model, or in the analysis phase, when the students may ask / be asked to compare their own performance with the tape or to focus on specific language items it contains

The Role of the Teacher: 

The Role of the Teacher Four ways in which the teacher may “regulate” task based learning: - task selection - pre-task preparation - manipulation of on-task conditions - follow up Based on : Bygate, Adjusting the Focus : Teacher Roles in Task Based Learning of Grammar in Bygate et al eds 1994 (op cit)

Task Selection: 

Task Selection Tasks can be selected because they will “bring up” specific grammar / lexis The use of a series of similar tasks will provide the opportunity for the same language to re-occur

Pre-Task Preparation: 

Pre-Task Preparation The T can decide how much “scaffolding” to provide eg: General warm-up to topic Use of text (NS conversation, or written text) parallel to task and containing necessary / useful language. T model of parallel task, with one of the ss if the task is not monologue based. Asking students to predict themselves what they will need to do to carry out the task and the language they will need; and/or to plan mentally or in writing what they will say; and/or giving them the chance to ask about things they’re not sure how to express. T will need to decide whether / to what extent s/he draws Ss attention to the linguistic features of any activities involved in pre-task preparation

On-Task Conditions: 

On-Task Conditions Tasks can be made easier or more difficult by varying features such as : the amount of preparation provided the time allotted the group composition how information is distributed amount of information content how similar /different the information content is and the consequent amount of negotiation of meaning necessary

Follow-Up: 

Follow-Up 1. Content Follow-up : Planning and report Ss plan and then report back on the task results : allows repetition but also a different use of language 2. Language Focus - Analysis stage

Analysis: 

Analysis If “model” text not previously used , may be used now – Ss are asked to “notice” the difference between the NS version and their own use of language Feedback on Ss own use of language T explanation Practice activities may be provided

Feedback: 

Feedback “…a major frustration within Communicative language teaching (CLT) may be that students can be required to carry out tasks without being provided with constructive feedback. Study under these conditions can be demotivating. … Ultimately skilled performance involves integrating both accuracy and fluency… Hence, although it is true that students can easily be overloaded, a refusal on the part of the teacher to confront the integration of fluency and accuracy can be seen as a dereliction of duty. “ Bygate (op cit)