OUTLINE
I Why task-based learning?
II What is a task?
III Six types of tasks
IV The TBL work
I Why task-based learning?
Conditions for Language Learning
|
Exposure
to a rich but comprehensible input of real spoken and written language in use |
Use
of the language to do things
(i.e. exchange meanings) |
Motivation
to listen and read the language and to speak and write
(i.e. to process and use the exposure) |
Instruction
in language
(i.e. chances to focus on form) |
|
Essential |
Desirable |
The TBL work supports these conditions in a classroom environment.
II What is a task?
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.”
III Types of tasks
1. Listening
｛Brainstorming; Fact-finding｝
Outcome: completed list or draft mind map.
2. Ordering & Sorting
｛Sequencing; Ranking; Categorizing; Classifying｝
Outcome: set of information ordered and sorted according to specified criteria.
3. Comparing
｛Matching; Finding similarities; Finding differences｝
Outcome: could be items appropriately matched or assembled, or the identification of similarities and / or differences.
4. Problem Solving
｛Analyzing real situations; Analyzing hypothetical situations; Reasoning; Decision making｝
Outcome: solutions to the problem, which can then be evaluated.
5. Sharing Personal Experiences
｛Narrating; Describing; Exploring and explaining attitudes, opinions, reactions｝
Outcome: largely social.
6. Creative Tasks
｛Brainstorming; Fact-finding; Ordering and sorting; Comparing; Problem solving and many others｝
Outcome: end product which can be appreciated by a wider audience.
IV The TBL work
Pre-task: introduction to topic and task
Task Cycle: task-->planning-->report
Language Focus: analysis-->practice.
Source: Jane Willis, A work for Task-Based Learning, Longman ELT
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TBL -- Task-Based Learning