Why task-based teaching?

First, Task Based Language Teaching (TBLT) gained popular support among methodologists and teachers (Richards and Rodgers 2007: 222). TBLT proposes the notion of task as a central unit of planning and teaching. Task is a “piece of work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning” (Nunan 1989: 10). Early application of TBLT was the Bangalore project which proved employing tasks for meaningful communication promoted learning (Prabhu 1987). In addition, Skehan argues tasks produce functional and interactional models of language. Tasks are classified to “have a clear didactic function” that require the use of language (Skehan 1998: 101). TBLT presents logical application of CLT due to interactional dimensions of tasks. Hence, meaning, conversation and lexical units play a key role in teaching (Willis 1996: 5-6). TBLT has strong theory of learning (Richards and Rodgers 2007: 226). Prabhu believed that language is “taught best by bringing about in the learner a preoccupation with meaning or with a task to be performed resulting in a desire on his part to communicate” (1987: 16). In addition, Willis suggests task activities and achievements are motivational (1996) while some argue that tasks help to monitor learning difficulty in a classroom (Long and Crookes 1991).

Second, “the role of tasks has received further support from some researchers in second language acquisition (SLA)” (Richards and Rodgers 2007: 223). In the 1980s researchers turned to tasks to develop pedagogical applications of SLA theory (Long and Crookes 1993). SLA research focused on cognitive processes and strategies in L2 learners. The research reassessed the role of formal grammar instruction in language teaching. It is argued that there is no evidence that grammar-focused teaching activities reflect the cognitive learning processes outside classroom (Skehan 1996). Engaging learners in tasks provide a better context for the activation of learning processes, hence, provides a better opportunity for language learning to take place (Skehan 1998)

In conclusion, because of its support both from methodologists/experienced teachers and SLA, I have decided to use TBLT in my classroom.

BIBLIOGRAPHY

Richards, J. C. & T. S. Rodgers. (2007). Approaches and Methods in Language Teaching. New York: Oxford University Press.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.

Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

Skenan, P. (1996). ‘Second language acquisition research and task based instruction’. In J. Willis & D. Willis (eds.) Challenge and Change in Language Teaching (pp. 17-30) Oxford: Heinemann.

Willis, J. (1996). A framework for Task Based Learning. London: Longman.

Long, M., & G. Crookes. (1991). ‘Three approaches to task based syllabus design’ TESOL Quarterly 26 (1): 27-56.

Long, M., & G. Crookes. (1993). ‘Units of analysis in course design- the case for task’ In G. Crookes & S. Gass (eds.) Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon: Multilingual Matters.