Key Concerns and Strategies in Task-Based Language Teaching (TBLT)

DISCUSSION PART 3

Problems identified Teachers misunderstanding about the nature of a task Overuse of L1 by the students when performing tasks Difficulty in adjusting tasks to the students level of proficiency Difficulty implementing tasks in large classes Uncertainty about how grammar to be handled in TBLT The need to prepare students for formal examinations Lack of training in TBLT

How can I do TBLT if I have to follow a structural syllabus and prepare students for a traditional test? This is perhaps the key problem that teachers face. Teachers are required to follow a syllabus by the Ministry of Education. Students have to sit exams that assess explicit knowledge in traditional multiple choice or fill-in- the blank test. However, a well-designed task-based course will equip learners to perform well in such tests and need not exclude teaching based on a structural syllabus.

How can teachers be sure that students are developing language? Repeat tasks and observe whether there is improvement Back up tasks performed in class with traditional types of learning activities that students can complete out of class

Is there a role for focused & unfocused tasks? If so, how should focused tasks be incorporated into a task-based syllabus? Probably the most contentious issue in TBLT Start with unfocused tasks Introduce focused tasks once a basic competence has developed to focus on grammatical features that resist natural learning.

How can TBLT be made to work for beginner learners who have no or very little knowledge of the L2? Input-based tasks have a central role to play in a TBLT at all stages in particular for beginners. Language learning starts with learning to comprehend.

Where is the grammar in TBLT? Teachers might think TBLT neglects grammar. It is often motivated by teachers fear that it will not prepare their students for high-stake traditional exams that exist in many instructional contexts. Although there are no grammar lessons in TBLT, there is plenty of grammar: By performing focused tasks In pre-task planning, learners can be shown how to use specific structures Through explicit instruction and grammar exercises in the post-task stage of a lesson if performance of the task shows this is necessary.

How do I know what language learners have learned in TBLT? Teachers understandably want to know what students are learning but this is not easy especially when learning takes place incidentally. Here are the suggestions: Where vocabulary is needed to perform a task, write them on the board before students do the tasks and ask them if they know them. Then,, after performing the task, the teacher can show them the words again to check if they now know them. Grammatical structures are acquired very slowly and gradually and it is unlikely that students will acquire a particular structure from performing just one task. But by observing how students do tasks over a period of time, teachers will be able to see that there is progress in their communicative ability to use particular grammatical structures.

How can I do TBLT with beginner- level learners? Some teachers think that learners have to know some English before they can do tasks. This belief is because they think that tasks always involve speaking But many tasks involve only listening If the input in a task is comprehensible, beginners will be able to pick up language. After they have acquired some language they can gravitate to output-based tasks. Hence, TBLT is possible for beginners if input-based tasks are used.

How do I do TBLT with a large class? The management of large classes is a major problem despite the TBLT. You can conduct tasks in lockstep with the whole class. In the case of input-based tasks, this is necessary. But it is also possible with output-base information-gap tasks if the information is split between the students and the teacher. Using closed tasks is much easier and students can get feedback on how well they performed it. Use pairs rather than small groups as they are easier to organize.

How can I use tasks in a mixed ability class? Prepare an easy an more difficult version of the same task and allocate the different versions to students according to their ability. Encourage students to request clarification if they do not understand. Write up expressions they can use on the board Be prepared to use the students mother tongue to help out if necessary Scaffold the performance of a task with students In mixed ability groups, make sure that a less proficient student is responsible for reporting the outcome of the task to the whole class. This way, the less proficient student will engage more actively in the task. Allow the less proficient students time to plan before a task. The more proficient students can go straight to the main-task phase. Give less proficient students the opportunity to repeat a task. 1. 2. 3. 4. 5. 6. 7.

What do I do if students use their mother tongue? TBLT does not mean that students should never use their mother tongue (L1). Using the L1 is often useful for students to work out how to do a task before they get started on the task. It is overuse of the mother tongue that is a potential problem to avoid this, teachers should: Make sure the task is at the right level Make plentiful use of input-based tasks as these make the students to process English. Give students the opportunity to plan before they do the task Do a similar task with the students first. 1. 2. 3. 4.

TBLT seems to be all about speaking but what about reading and writing? In fact, we communicate using all four skills. There are many tasks that involve reading or writing and a lot of tasks integrate the use of all four language skills.

Modular approach In a modular course, incidental learning is given primacy but is supported by intentional learning. Set traditional learning activities (e.g. memorizing new vocabulary; grammar exercises) as homework, which could be checked quickly in class the next day

What is a modular course?