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 Using tasks
Teachers have been using tasks for hundreds of years. Frequently, in the past, the task was a piece of translation often from a literary source. More recently, tasks have included projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.
The characteristic of all these tasks is that rather than concentrating on one particular structure, function or vocabulary group, these tasks exploit a wider range of language. In many cases, students may also be using a range of different communicative language skills.
What
makes 'task-based learning' different?
The traditional
way that teachers have used tasks is as a follow-up to a series
of structure/function or vocabulary based lessons. Tasks have
been 'extension' activities as part of a graded and structured
course.
In task-based learning, the tasks are central to the learning
activity. Originally developed by N Prabhu in Bangladore, southern
India, it is based on the belief that students may learn more
effectively when their minds are focused on the task, rather
than on the language they are using.
In the model of task-based learning described by Jane Willis,
the traditional PPP (presentation, practice, production) lesson
is reversed. The students start with the task. When they have
completed it, the teacher draws attention to the language used,
making corrections and adjustments to the students' performance.
In A Framework for Task-Based Learning, Jane Willis
presents a three stage process:
- Pre-task
- Introduction to the topic and task.
- Task
cycle - Task planning and report
- Language
focus - Analysis and practice.
Does
it work?
Task-based
learning can be very effective at Intermediate levels and
beyond, but many teachers question its usefulness at lower
levels. The methodology requires a change in the traditional
teacher's role. The teacher does not introduce and 'present'
language or interfere ('help') during the task cycle. The
teacher is an observer during the task phase and becomes a
language informant only during the 'language focus' stage.
You can read more about task-based learning in:
How to Teach English p31 by Jeremy Harmer [Longman]
The Practice of English Language Teaching 3rd
edition pp86-88 by Jeremy Harmer [Longman]
A Framework for Task-Based Learning by Jane
Willis [Longman]
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