Talk:Task-based language learning

I'm dubious. Does this topic really exist?

"task-based language learning" is, by definition, a subset of "language learning". The problem I see is that all language learning seems to be task-based, so the qualifier "task-based" is meaningless. It gets used by companies in their advertisements, and governments in their public relations work, but that doesn't imply that it means anything.

I've learned multiple foreign languages, and I've yet to come across a language learning method that couldn't be called "task-based". Every book uses dialogues, and all dialogues can be described as accomplishing a task (the task of introducing yourself, the task of returning an item to a shop, the task of reporting a theft...).

This article talks about a method which isn't "purely" task-based. It seems to me that "tasks" are just a part of language learning, and all language learning methods are to some degree "task-based". So, "task-based language learning" is also "grammar-based", because it involves grammar, and it's also "vocabulary-based", because it involves words...

Yep, I think this is nothing but a marketing term masquerading as a topic. The amount of descriptive test without references reinforces my thinking. Gronky (talk) 10:18, 24 January 2011 (UTC)

UPDATE: I guess there's a topic "tasks (language learning tool)", and some methods are more task-based than others. No method is 100% or 0% task-based (just as no method is 100% or 0% grammar-based). A method that focusses a lot on tasks could be called "task-based", but it's just a label. This article shouldn't be about the label, it should be about the concept, which is "tasks (language learning tool)". Gronky (talk) 10:51, 24 January 2011 (UTC)

I'm sceptical, there is nothing in the article or on this talk page as of Nov 2018 that isn't just part of the "performance" phase of PPP. I also don't believe this is all teachers do - for example, in reference to the Nike 1-800 example below, I don't see how you learn the words to ask an American about the price of shoes by calling a phoneline and starting to talk to them and I don't believe anyone actually makes their class do that without first showing i.e. "presenting" the correct form "How much does X cost?" and then practicing it a with them a bit. Having said that, in some materials I have seen the performance phase is not given enough attention so maybe there is some benefit in focusing on final P, so this is really ppP and if the way to get people to emphasise that is to tell them they are doing TBL then ok but this should be a subsection of the PPP article if there is one 88.212.36.193 (talk) 23:08, 23 November 2018 (UTC).

This really is a topic

For language education professionals, like me, this is very much a topic. It is one of the major developments of Communicative Language Teaching. In terms of Related approaches, at the bottom, Dogme should be deleted. I can't imagine, and I hope my suspicions are wrong, who added this. If anything is related, try webquests and communicative language teaching. — Preceding unsigned comment added by J27325 (talk • contribs) 18:26, 11 April 2011 (UTC)

Valid topic

Task-based learning is a valid topic and exhibits the difference between teaching theory or teaching grammar and vocabulary to learning by using the language, not just studying the language. You could say it is a subset of the Communicative Approach. The difference is that it is communicating around a specific task, not just communicating about something. For example, a teacher may give the students the task of calling a 1-800 phone number in the USA to ask how much a pair of Nike shoes would cost. The students will need to anticipate the language required for that task and plan how they will use it and then make the call. They are not just sitting around talking about shoes.

Too much teaching is focused on "theory" and not enough on application. This has been discussed extensively but here is an interesting and recent article about it referring to the research: Make study more effective, the easy way

This is also why Dogme does not belong here. The greatest distinction of Dogme is that they are against using course books. In Dogme, a task or no task are just as valid. Sitting around and talking about shoes is just as valid as trying to achieve a task. I agree with the other poster, reasons for the Dogme reference are dubious. — Preceding unsigned comment added by 116.20.66.153 (talk) 02:23, 6 November 2011 (UTC)

Task vs. exercise

There's a lot of confusion and misinterpretation of terms in EFL and ESL. The term "task" is generally very loosely interpreted by teachers and authors of course books and books on pedagogy. I think we need a clear distinction between tasks and exercises. Basically, a task defines WHAT learners have to do, e.g. write a letter, order something on the phone, ask for directions, and an exercise defines HOW learners have to do it, e.g. follow a formula for a letter, use specific linguistic structures. Therefore, a task can be converted into an exercise by prescribing how learners should perform a task rather than letting them decide/discover for themselves.--Matbury (talk) 20:57, 12 March 2012 (UTC)

Willis' definition

This definition (see below) does not belong on a page about TBLL. She frequently defines activities that more closely resemble traditional present-practise-produce type lessons, thereby turning the task phase of the activity a mere vehicle to practice the language presented in the input phase. This goes against the necessary and sufficient conditions of TBLL. I will remove it.

"According to Jane Willis, TBLT consists of the pre-task, the task cycle, and the language focus.

The components of a Task are: # Goals and objectives # Input # Activities # Teacher role # learner role # Settings" --Matbury (talk) 22:11, 26 November 2015 (UTC)

Dictogloss is not a legitimate task

Dictogloss activities are explicitly form focused and therefore do not qualify as tasks in the context of TBLL. This is a commonly held misconception and only serves to confuse those who are interested in learning about TBLL and communicative language teaching (CLT) in general. As is stated elsewhere in the article, a task must have a central non-linguistic goal or outcome. A task may have a desired linguistic outcome from the teacher's perspective, i.e. a focused task, but the learners main focus must be on an authentic, real world activity. --Matbury (talk) 17:29, 27 January 2013 (UTC)

Professor Rod Ellis on TBLL

An interesting discussion and some very valid points made. I agree that, as it stands, the TBLL page isn't a valid topic and does appear to be marketing for Jane and Dave Willis' book(s). However, I've been studying and implementing TBLL for a few years now and there is a growing body of research evidence, pedagogical practices, methodology and theory behind what it is and how it works. The leading researcher is professor Rod Ellis at the University of Aukland, New Zealand.--Matbury (talk) 20:57, 12 March 2012 (UTC)

The TBLL page fails to clearly define what TBLL is and how it differs from other learning and teaching approaches. I think it woould be productive to address this issue. Here's the text extracted from a PPT presentation given by Rod Ellis:

Rationale for Using Tasks

Developing implicit knowledge – learners can only develop implicit knowledge of a second language incidentally as a result of the effort to communicate. Automatisation – learners can only gain in fluency by attempting to use the L2 in real operating conditions.

Defining a ‘Task’

• A task is a goal directed.
• A task involves a primary focus on meaning.
• The participants choose the linguistic resources needed to complete the task.
• A task has a clearly defined outcome.

Types of Task

Unfocussed tasks

a. Pedagogic

b. Real world

Focused tasks

An Example of a Pedagogic Task

• Four students – each has one picture and describes it to the rest of the class.
• Students from the rest of the class ask the four students questions about their pictures.
• One student from the class tries to tell the story.
• If necessary Steps 2 and 3 are repeated.

Some Typical Pedagogic Tasks

• Information-gap tasks (e.g. Same or Different)
• Opinion-gap tasks (e.g. Balloon debates)
• Reasoning-gap tasks
• Personal tasks
• Role-play tasks

Note: Tasks can be dialogic or monologic; they can be performed orally or in writing.

A Real-World Task

Look at the e-mail message below. Listen to Mr. Pointer’s instructions on the tape. Make notes if you want to. Then write a suitable reply to Lesieur.

Dear Mr. Pointer,

Please send flight number, date and time of arrival and I will arrange for someone to meet you at the airport.

Lesieur.

A Focused Task

Can you spot the differences?

A | B

A Framework for Describing Tasks

• Goal
• Input
• Conditions
• Predicted outcomes:

a. Process

b. Product

Two Approaches to Using Tasks

Use tasks to support a Type A approach.

- task-supported teaching (Type A)

- weak form of communicative language teaching

Use tasks as the basis for teaching

- task-based teaching (Type B)

- strong form of communicative teaching

Designing a Task-Based Curriculum

• Select task types according to general level.
• Determine the themes/topics of the tasks
• Grade tasks in terms of task difficulty
• Specify language/skills/ text types required to perform the task.

The Methodology of Task-Based Teaching

Three phases in a task-based lesson:

1. Pre-task phase
2. Main task phase
3. Post-task phase

1. The Pre-Task Phase

Some options:

• Allow the students time to plan.
• Provide a model
• Do a similar task
• Pre-teach key linguistic items

2. The Main Task Phase

Some options:

• Whole-class vs. small group work
• Set a time for completing the task.
• Vary the number of participants.
• Introduce a surprise element.
• Tell students they will have to present a report to the whole class.

3. The Post-Task Phase

Some options:

• Students give a report.
• Repeat task (e.g. students switch groups)
• Consciousness-raising activities.

Focusing on Form

Opportunities to focus on form arise in task-based teaching:

Definition:

"Focus on form … overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overrriding focus is on meaning or communication." (Long 1991)

cf. Focus on forms

Three Types of Focus on Form

1. Reactive focus on form (error correction)
2. Teacher-initiated focus on form
3. Student-initiated focus on form

Reactive Focus on Form: An Example

T: What were you doing?

S: I was in pub(2)

S: I was in pub

T: In the pub?

S: Yeah and I was drinking beer with my friend.

Dual Focus

Learner 1: And what did you do last weekend?

Learner 2: … I tried to find a pub where you don’t see – where you don’t see many tourists. And I find one

Teacher: Found.

Learner 2: I found one where I spoke with two English women and we spoke about life in Canterbury or things and after I came back

Teacher: Afterwards …

Problems and Solutions

Problem -> Solution

1. Students lack proficiency to communicate in the L2 -> Devise activities that develop ability to communicate gradually.
2. Students unwilling to speak English in class. -> Use small group work; allow planning time; learner training
3. Students develop pidginised language system -> Select tasks that demand fully "grammaticalised" language

Problems with the Educational System and Solutions

1. Emphasis on ‘knowledge’ learning -> Review philosophy of education.
2. Examination system -> Develop new more communicative exams
3. Large classes -> Use small group work; develop tasks suited to large classes.

Conclusions

• Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom.
• It emphasizes meaning over form but can also cater for learning form.
• It is intrinsically motivating.
• It is compatible with a learner-centred educational philosophy.
• It can be used alongside a more traditional approach.

Useful references

TASK-BASED LANGUAGE TEACHING: SELECTED REFERENCES (last updated 27 August 2010)

Breen, M. (1987). Learner contributions to task design. In C. Candlin & D. Murphy (Eds.), Language Learning Tasks (pp. 5-22). Englewood Cliffs, NJ: Prentice-Hall.

Brindley, G. (1987). Factors affecting task difficulty. In D. Nunan (Ed.), Guidelines for the development of curriculum resources (pp. 45-56). Adelaide: National Curriculum Resource Centre.

Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.

Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London: Longman.

Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437.

Candlin, C. (1987). Toward task-based learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5-22). Englewood Cliffs, NJ: Prentice-Hall.

Candlin, C., & Murphy, D. (Eds.). (1987). Language learning tasks. Englewood Cliffs, NJ: Prentice-Hall International.

Coughlan, P., & Duff, P. A. (1994). Same task different activities: Analysis of SLA task from an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173-194). Norwood, NJ: Ablex.

Del Pilar Garcia Mayo, M. (Ed.). (2007). Investigating tasks in formal language learning. Clevedon: Multilingual Matters.

Doughty, C., & Pica, T. (1986). ‘Information gap’ tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 205-325.

Ellis, R. (2001). Task-based language teaching and learning. Oxford: Oxford University Press.

Ellis, R. (2003). Task-based language teaching. Oxford: Oxford University Press.

Foley, J. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12(1), 63-75.

Foster, P., & Skehan, P. (1996). The influence of planning on performance in task-based learning. Studies in Second Language Acquisition, 18, 299-324.

Foster, P., & Skehan, P. (1997). Modifying the task: The effects of surprise, time and planning type on task based foreign language instruction. Thames Valley University working papers in English language teaching, 4, 86-109.

Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628.

Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 123-167). Clevedon Avon: Multilingual Matters.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction and research. In G. Crookes & S. Gass (Eds.) Tasks and language learning: Integrating theory and practice (pp. 9-34). Clevedon Avon: Multilingual Matters.

Richards, J. (1987). Beyond methods: alternative approaches to instructional design in language teaching. Prospect, 3(1), 11-30.

Robinson, P. (in press). Task-based language learning. Oxford: Blackwell.

Robinson, P. (2001). Task complexity, cognitive resources and second language syllabus design. In P. Robinson (Ed.), Cognition and Second Language Instruction. (pp. 287-318). Cambridge: Cambridge University Press.

Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57.

Robinson, P., & Ross, S. (1996). The development of task-based assessment in English for academic purposes programs. Applied Linguistics, 17(4), 455-476.

Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 119-134). London: Longman.

Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 167-185). London: Longman.

Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-120.

Willis, J. (1996). A framework for task-based learning. Harlow: Pearson Education.

Willis, D., & Willis, J. (2001). Task-based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge guide to Teaching English to Speakers of Other Languages (pp. 173-179). Cambridge: Cambridge University Press.

Wright, T. (1987). Instructional task and discoursal outcome in the L2 classroom. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 47-68). Englewood Cliffs, NJ: Prentice-Hall.--Matbury (talk) 20:57, 12 March 2012 (UTC)

Advantages and disadvantages

I've combined the "advantages" and the "disadvantages" sections into one "reception" section. Mainly this is because in Wikipedia we shouldn't be writing what we as editors think are good and bad about TBLL, but rather what experts think is good and bad about TBLL. It might be helpful to look at the essay Wikipedia:Criticism to see the reasoning behind this, and for the general principle it is a very good idea to read the policy on no original research. When adding to the reception section it is also important to use secondary sources that mention the praise or criticism, rather than primary sources. This ensures that we include only notable opinions, rather than any old likes and dislikes. Let me know if you have any questions about this. Best — Mr. Stradivarius ^{♪ talk ♪} 03:12, 27 January 2013 (UTC)

And then three days later you removed the original "Disadvantages" part, which stated: "While task-based language learning is increasingly promoted world-wide and has the advantages described above, there are trade-offs and pitfalls to be considered in planning instruction around it. These include the risk that some students will stay within the narrow confines of familiar words and forms, just "getting by", so as to avoid the extra effort and risks of error that accompany stretching to use new words and forms. However, this kind of "playing safe" is not limited to TBLL and can be seen whenever learners a given free production tasks, for example written compositions or conversation practice. As with all group work, in group tasks, some students can "hide" and rely on others to do the bulk of the work and learning if other members of the group allow them to. Perceived lack of effort and/or participation by one or more members of a group can sometimes lead to conflict within the group. A second challenge is that the activities in which new learning occurs in the task-based lesson—one of its benefits—may yet be weak or lost if the lesson did not include sufficient planning for, or runs out of time for, are not repeated sufficiently or performed for long enough for the language to be competently developed and performed. A third challenge, one applying to many otherwise valuable language teaching methods, is the difficulty of implementing task-based teaching where classes are large and space limited and/or inflexible." Nice trick to combine them first rather than just deleting the entire disadvantages paragraph which would have instead led to calls for sources.88.212.36.193 (talk) 23:37, 23 November 2018 (UTC)

The entry title TBLT or TBLL

I think the title should be changed. The Wikipedia entry title is Task Based Language Learning, TBLL, but then the contents use TBLT, Task Based Language Teaching. I think TBLT is the far more popular name these days. After all, TBLT.org ! — Preceding unsigned comment added by Ctskelly (talk • contribs) 22:45, 10 January 2018 (UTC) Ctskelly (talk) 22:49, 10 January 2018 (UTC)Curtis Kelly