Task-Based Instruction
References:
Larsen-Freeman, D. & Anderson, M. (2011), Techniques & Principles
in Language Teaching, 3rd Edition, OUP.
Richards, J.C. & Rodgers, T.S. (2011), Approaches & Methods in
Language Teaching, 2nd Edition, CUP.
1. Language theory
o Language is primarily a means of making meaning.
o Multiple models of language form TBI.
o Lexical units are central in language use & language learning.
o “Conversation” is the central focus of language & the
keystone of language acquisition.
2. Learning theory
Tasks provide both the input & output processing
necessary for language acquisition.
Task activity & achievement are motivational.
Learning difficulty can be negotiated & fine-tuned for
particular pedagogical purpose.
3. The goal of TBI teachers
• Facilitating students’ language learning process
by engaging them in a variety of tasks
tasks: have a clear outcome
4. The roles of the teacher
Analyzing students’ needs
Selecting, adapting, and/or creating tasks
Preparing students for tasks & monitoring their performance
Intervening as necessary
5. The roles of the students
To communicate with their peers to complete a task
group participant
monitor
risk-taker & innovator
6. Types of tasks
According to Nunan (1989) (cited by Richard & Rodgers), there are 2 types of tasks:
a) Real world tasks, designed to practice/rehearse tasks
found to be important in a needs analysis
b) Pedagogical tasks, which have a psychological basis in
second language acquisition theory & research
7. Types of tasks according to Prabhu
(cited by Larsen-Freeman & Anderson, 2011)
o Information - gap Task (in CLT)
(Ss exchange information to complete a task; e.g. describing & drawing a picture )
o Opinion-gap Task
(Ss express their personal preferences, feeling or attitudes to complete a task; e.g. suggesting possible solutions to
a social problem, traffic jam in this city)
o Reasoning-gap Task
(Ss derive some new information by inferring it from the information they have already been given, e.g. given a
bus schedule & working out the best route to get from one district to another one.)
7. Types of tasks according to Ellis (con.)
(cited by Larsen-Freeman & Anderson, 2011)
a. Unfocused Tasks
b. Focused Tasks
c. Input Tasks
d. Output Tasks
8. The Willis TBL framework
(Willis 1996:56-57) (cited in Richards & Rodgers, 2011:238)
• Pre-task: Introduction to topic & task
(T: brainstorming ideas, using pictures, mime, personal experience, highlighting useful words/phrases,
not pre-teaching new structures; Ss: topic-based odd-word-out games, thinking how to do the task)
• Task cycle: Task, Planning & Report
(done by Ss; T: monitoring & encouraging, not correcting)
• Language focus: Analysis & Practice
9. Some characteristics of the TBI lesson
• The aim of the TBI lesson: for the Ss to complete a TASK (an
activity in which Ss try to achieve something real & have to
communicate to do so)
• Making the performance of meaningful tasks central to the
learning process
• Presenting Ss a task to perform or a problem to solve (not a
structure or function to be learned)
Sample TBI lesson
(for students to choose food & drink for a birthday party)
1. Hold a discussion with the Ss about when their birthdays are,
what presents they would like, what good birthday parties they
have been to & what they like to eat & drink at birthday parties.
Contextualizing the topic
2. Put Ss in small groups & give them a worksheet with pictures,
names & prices of food on it.
Pre-task : highlighting relevant vocabulary
3. Tell Ss to do this task: choose the food & drink they would
like for a birthday party for 10 friends, keeping with a price limit,
e.g. $ 10.
4. The Ss do the task while the teacher goes round the class
listening & answering any questions.
5. Each group tells the other groups what decisions they have
made.
The teacher gives Ss tasks to do (Task, Planning & Report)
6. The Ss ask the teacher questions about the language they
needed for the task, and/or the teacher tells the Ss any language
s/he noticed they didn’t know as they were doing the task, e.g.
the pronunciation of some words, when to use a & some.
Discussing any new or problematic language needed for the task; language
focus (analysis)
7. Ss write a note to their parents saying what food & drink they
would like at their birthday party.
Consolidating the language; language accuracy practice
10. Advantages & problems
• allowing Ss to find the new language they want to & use it
experimentally & creatively for real communication
• putting L2 learners in a situation similar to the way children
learn L1
• exciting & challenging
• appropriate for intermediate & advanced levels
Problems
- weak Ss wish for more guidance & structure to help them
- placing a great burden on the teacher as s/he will have to
be able to find good teaching material based on the (often
unforeseen) problems thrown up when Ss are performing
their tasks
Questions
1. Task-based Language teaching is appropriate for teaching
English for Academic Purposes. Use specific reasons &
examples to support your response. (2013)
2. What are some challenges of adopting Task-based Language
Teaching in high school classes in Viet Nam?
Question (2016)
“Tell me and I forget. Teach me and I remember.
Involve me and I learn.” (Benjamin Franklin).
Explain this quote from the perspective of Task-
based Approach.
Question (2017):
What are the principles of Task- Based Language
Teaching? Be sure to focus on major aspects, namely
its goals, the role of the teacher & students, and the
characteristics of the teaching & learning process.
Use specific examples to support your answer.
Questions (2019)
(1) Do you think Task-Based Instruction is applicable to
Vietnamese language teaching context?
(2) Describe one time you have used (Or would like to use) Task-
Based Instruction in your teaching & discuss the possible
advantages & disadvantages of this use. You may mention: the
students’ profile, the setting and reasons behind your choice to
employ Task-Based Instruction
