Task-based learning

By Thea Jaffe

Have you ever studied a language for years and still felt your progress to be lacking, but after spending just a weekend in a country where that language is spoken experienced remarkable fluency gains? If so, you may benefit from Task-Based Learning.

What is Task-Based Learning?

Task Based Learning (TBL) is an approach to language teaching that encourages learners to use the target language to communicate with the purpose of completing a practical task.  In this context, a task is a goal-oriented activity with a real, measurable and testable outcome.  In addition, TBL tasks should require the learner to use the grammar, vocabulary, or pronunciation skills targeted in a given lesson. They should also be relevant to the course objectives of the particular learner or group.

What are some examples of Task Based Learning Activities?

It’s important to differentiate a task from an exercise.  An exercise requires learners to consciously practise a specific language skill.  Gap-fills, matching activities, role-plays, and reading/ listening for gist or detail are all examples of language-learning exercises.

Tasks, by contrast, may appear to be wholly unrelated to language learning.  In fact, they are usually activities that people routinely do outside of language training.  Examples of popular TBL tasks include ordering a meal, planning a vacation, giving or following directions, and writing a recipe – but the possibilities are endless!

How is a TBL activity delivered in a lesson?

A TBL activity has three stages. First, the teacher will present or review any language skills essential to completing the task. This is called the pre-task activity. The teacher should also use this stage to introduce the topic and the task. The purpose of this is to ensure that learners not only understand what they need to do, but have the language tools needed to do it.

Next comes the task cycle. In this stage, the teacher stands back and supports while learners complete the task on their own, either independently or in groups/pairs.  After completing the task, the learners then prepare and present some form of report on the task.  Throughout the process of completing the task, preparing the report, and presenting the report, the teacher is monitoring for errors, and providing support in case learners get really stuck. It’s critical that a TBL task include either a written or spoken reporting stage so that learners can be sure they have successfully completed the task.

After the task cycle comes the post-task activity. During this stage, the trainer will wrap up the activity by highlighting the target language used, feeding back on learner performance, correcting errors, and answering any questions learners may have about the language learned.

An example of task based learning

What would this look like in an actual lesson?  An example of a task-based learning activity could be to compare prices of goods or services from two different vendors.  This task would require lots of comparative words and phrases, such as ‘more’, ‘less’, ‘on the other hand’ and ‘similarly’, as well as more colourful language for talking about value such as ‘a good deal’, ‘a rip-off’ or ‘a bargain’.  So in the pre-task activity, your teacher would check your understanding of these key terms.

After pre-teaching the needed vocabulary, your teacher would give clear instructions on how to do the task. In this case, she would ask you to look through two competitive vendor catalogues or brochures, decide which vendor offers the best deal, and write a brief report explaining why you have chosen this vendor.  This could be done with a partner, or on your own if you’re in a one-to-one, with your teacher there to support, but only if you get really stuck.  This part of the activity is the task cycle.

Once you have reached a conclusion and written your report, it would be time for the post-task activity. In this case you would present your report to the teacher (and class if you’re in a group).  Following your presentation, your teacher would offer feedback on your performance, correct errors, and highlight any relevant language points that may have come up during the activity.

What are the benefits of Task Based Learning, and why do some teachers use lots of it?

TBL is popular among trainers for several reasons. TBL activities are learner-centred, ensuring that learners get plenty of free practice using the target language during the lesson.  Because the tasks can be varied, engaging and motivating, they tend to worry less about making mistakes and push harder against their linguistic boundaries. For this reason, it’s a great approach for building fluency, increasing confidence, and reactivating subconscious knowledge.  It also allows all four communication skills (speaking, listening, reading, and writing) to be integrated in a single activity, and gives learners and trainers the opportunity to identify strengths as well as areas for further development.  An added benefit for trainers is that TBL activities can be tailored to individual lessons, adding flexibility to lesson planning.

What challenges are associated with Task-Based Learning, and how can we overcome these?

In order to make the most of its many benefits, teachers who use TBL need to be aware of common pitfalls. TBL is designed to jumpstart fluency, but accuracy is equally important to learner progress.  One way to maintain an equal focus on fluency and accuracy in lessons is to supplement TBL activities with more traditional exercises such as gap-fills and role-plays and other activities which would serve to ‘drill’ the target language.  These exercises can be done during the lessons, or assigned as homework. Thorough monitoring, feedback, and error correction during TBL activities will also ensure that learners and trainers stay aware of any specific areas of accuracy that need work.

How can learners and trainers make the most of this approach in lessons?

If you suspect that your trainer is introducing a TBL activity during your lesson, the best thing you can do to make the most of the experience is to go with the flow.  Trust your trainer to choose TBL tasks that elicit the language you need to practise, and trust that your brain will supply the language as needed while you devote your conscious attention to completing the task.  Ideally trainers will base tasks on real-life situations that learners are due to encounter once immersed in the target language. For example, a stay-at-home parent who will be relocating abroad with their spouse and children would benefit from tasks related to caring for children, such as scheduling a doctor’s appointment or purchasing school items.

Where can I learn more about Task-Based Learning?

If you would like to learn more about TBL, here are some places to start:

• Bowen, Tim. “Task Based Learning.” One Stop English.  http://ingles.ing.uchile.cl/otros/downloads/task-based%20learning.PDF.  Accessed February 2014
• Ellis, Rod. Task Based Language Learning and Teaching. Oxford University Press. (in library)
• Willis, D. & Willis, J. Doing Task-based Teaching Oxford University Press. (in library)