1. Task-Based Instruction
Week 4
ELT 214 Approaches to ELT II
Lect. Dr. Seden Eraldemir Tuyan

2. Difference between ‘exercise’ and ‘task’
Focus on form
No creativity
Lack of authenticity
Communication (Question + answer)
Task:
Focus on form + meaning
Communication (expression, interpretation and negotiation of meaning)

3. What is ‘task’?
Definition of task: A task is an activity where the target language is used by the learner for a communicative purpose in order to achieve an outcome (Willis). E.g. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which 3 items you would like to take with you. Then discuss with 2-3 other students and choose the most important 3 items to take with you.

4. Uses natural context (like content-based)
‘Do to Learn’ is the basic concept
Tasks necessitates interaction:
Facilitates language acquisition
Ss have to understand each other and express their own meaning
Ss seek for clarification (see if they have understood correctly)
Language may be beyond their present ability but can be used at a later time

5. Observations and experiences

6. 1. (T completes a timetable) The tasks in the class are clear and purposeful.
2. (Class helps T to fill in the schedule) Pre-task helps Ss see what they are doing and why they are doing so. Ss also have the language necessary to complete the task.
3. (Ss label the time periods and days) The process to complete the task is broken down into pieces. The task should be challenging (just above the level which learners can meet without help)

7. 4. (T. asks SS. If the answer is right) T-Ss interaction; T
4. (T. asks SS. If the answer is right) T-Ss interaction; T. understands Ss involvement and can make adjustments accordingly. Thus, as many students as possible in a mixed class can understand the nature of the activity.
5. (T. asks questions Wh- and Yes/No) T. uses natural language (not consciously simplified). Any strategy that a proficient speaker can use while speaking with less proficient ones is used.

8. 6. (T. says ‘Yes, Saturday’s a holiday) Correct answer is given by reformulating or recasting what Ss have said.
7. (jigsaw task) tasks like info gap gives Ss chances to engage in authentic speaking and listening

9. 8. (Ss’ papers are marked by T
8. (Ss’ papers are marked by T.) Feedback on their success in completing the task is important. Focus on meaning
9. (Ss. design a survey) more opportunity for authentic and meaningful interaction

10. Three types of tasks (Prabhu)
1. Information gap activity:
Exchanging information to perform a task
Describing a picture for another student to draw
Exchanging information about their weekly schedules
2. Opinion gap activity:
Students give their personal preferences, feelings or attitudes to perform a task
Finding solutions for unemployment
Writing a letter to a friend who has a problem

11. 3. Reasoning gap activity:
Students derive new information from the data they were given
Finding the best way to a city by looking at and discussing a map
Figuring out classmates’ three most popular subjects
Reasoning gap works best and is more challenging. Why?
Info-gap is single-step transfer of information
Opinion-gap is rather open-ended
Reasoning-gap requires continuous engagement with meaning

12. Three types of task-based approaches (syllabi) Long and Crooks (1993)
1. Procedural: content of lessons is planned in terms of what tasks or activities will occur, but no preselection of linguistic content
2. Communication interaction: the students along with the teacher decide upon the tasks to do
3. Meaningful interaction: working on meaningful interaction while drawing attention to form

13. In Prabhu’s approach, T. designs the tasks.
For others, a needs analysis conducted; real-world tasks are identified; pedagogic tasks are designed. (accessible to the Ss and manageable by the T)

14. Project Work Approach
Language practice is not predetermined (like task based); derives from the nature of the project.
Students select a project to do.
E.g. they might want to publish a school newspaper. This is followed by three stages of the project

15. Stages of Project-work
Step 1: Work in class collaborating with the teacher: plan the content and the scope of the project and specific language needs. Strategies to be used are discussed
Step 2: Outside of the classroom: collecting information and write the project.
E.g. for a newspaper, Ss can conduct interviews, take photographs, write up the interviews
Step 3: Review what they have done, receive feedback from the teacher.

16. In all stages, the teacher acts as a counselor and consultant not as a project director
Encouraging students to go out of the classroom is a way to bridge the gap between language study and language use