Task-based Learning

Hi, and very welcome. In this section, we will be talking about Task-
Based Learning and its implications in the classroom. For more
information on this topic you can visit the sites included in the
bibliography; there you will find good articles and web pages related to
teaching matters that will help you improve and update your knowledge
and complement the ideas exposed here.
This time we would like to start with a very interesting and controversial
topic: Task-based Learning. and its effects in teaching and learning
processes. The rise of TBL has led to a variety of different interpretations
of what exactly constitutes a “task” (e.g. Willis, 1996; Long, 1985;
Breen, 1987). However, what all these proposals have in common is that
they see ‘tasks’ as being the main element in a language program, and
accept the view that curricula should be learner-centered, as well the
need to engage learners in communicative syllabus .
• What is TBL?
Originally developed by N Prabhu in Bangladore, southern India, it is
based on the belief that students may learn more effectively when their
minds are focused on the task, rather than on the language they are
using. In the model of task-based learning described by Jane Willis, the
traditional PPP (presentation, practice, production) lesson is reversed.
The students start with the task. When they have completed it, the
teacher draws attention to the language used, making corrections and
adjustments to the students’ performance.
Task- based learning has been considered state-of-the-art teaching,
reminding us of the evolution of Second language teaching and learning
beliefs. We invite you to watch the following video.
• What is a task?
‘Task’ is the central part of TBL lesson proposing students a determined
problem or procedure which has to be carried out successfully to reach a
mutual goal. Many authors have given different definitions of a task , for
example, Richards, Platt and Weber (1986) define it like this: “an activity
or action which is carried out as the result of processing or
understanding language.” However, a ‘task’ is more complex than that,
actually a task must have the following features:
1.A task is goal-directed and involves a primary focus on meaning.
2. A task involves some kind of gap.
3. A task involves real-world processes of language use.
4.The participants choose the linguistic resources needed to complete
the task.
5.A task has a clearly defined communicative outcome
• Designing a task
Designing a task can be quite hard if we do not have the right criteria.
Here is an adapted checklist given by Candlin (1987). A good task
should…
1. have objectives that match the communicative needs of learners.

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 2. require input from all learners regarding their different learning
styles.
3. allow for different modes of participation and solutions.
4. be challenging but not threatening.
5. ensure cost-effectiveness and a high return on investment.
Below there is a table which provide the design features of a task (Willis,
1996):
Design feature Description
Goal The purpose of the task.
input The information supplied by the task.
The way in which the information is
Conditions
presented.
Procedures The methodological procedures.
Predicted outcomes The results and the linguistic processess
• Types of tasks
1. Listing and/or brainstorming. Learners can list people,things,
places,things to do in certain circumstances, etc. Example: Work in
small groups and write a list of five places people should visit in
your country. Decide on a reason for including each place.
2. Ordering and sorting. Learners can classify, rank or
sequence.Example: Look at the list of places they wrote and rank
them from most popular to least popular. Be ready to justify your
answer.
3. Matching. They can match captions. texts, recorded extracts to
pictures, headlines to longer texts.Example: Read the texts that
describe differnt places and match them to the pictures. Then tell
your partner how you did it.
4. Comparing. These types of tasks can be based on two similar
pictures or texts or learners can compare their work with that of
another learner or group.Example: Compare the list of places that
you created with the list of another group, tell them why you
chose these places. Can you find place in common? Combine your
lists but keep them to five places.
5. Problem-solving. At designing this type of task, we have to
consider a specific context and give students the details of the
problem so we can ensure that there would be meaningful
interaction. Sometimes students tend to agree on the first
solution that come to their minds and little discussion takes place.
6. Sharing personal experiences and storytelling. These tasks are
very good at motivating students as they provide them with an
opportunity to share their personal insights and lives. However, we
must ensure we provide them with a clear goal and precise
instructions to maximise interaction.

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 • Stages
In task-based learning, the tasks are central to the learning activity. In
A Framework for Task-Based Learning, Jane Willis presents a three-
stage process:
1. Pre-task: Introduction to the topic/task. The teacher introduces
and create interest in doing the task, and activates topic-related
words, phrases and target sentences that will be useful in carrying
out the task and in the real world.
2. Task cycle - Task planning and report: Students work in pairs
or groups and use linguistic resources to achieve the goals of the
task. Then, they work with the teacher to improve their language
while planning their reports of the task.
3. Language focus - Analysis and practice: Some of the specific
features of the language, which occurred naturally during the task,
are identified and analyzed. After the analysis activities, this phase
may also contain a practice stage in which the teacher conducts
practice of the new word, phrases.
• Redesigning non-task-based materials
Good traditional material and activities can be adopted. Actually, TBLT
does not require a teacher to learn new teaching techniques. It is not a
new method, but a new approach, based on familiar techniques.
However, when adapting, we have to face two challenges:
1) locating and designing goal-oriented communicative tasks:
Traditional activity Task
Group A: You are store clerks.
Answer the customer’s questions.
Your goal is to be the first clerk to
sell his or her merchandise and
• Clerk: Decide on a price for
make more money than the other
each item. Answer the
clerks.Group B: You are customers.
customer’s questions.
You have $75. You must buy the
• Customer: Ask the clerk how
items on your shopping list.
much each item costs. Say if
Different clerks are selling the same
you want to buy it.
kinds of items for different prices.
Ask the clerks for the price of the
items you have to buy. Decide which
ones you want to buy.
2) designing post-task language focus phases.
A traditional activity A task
a standard grammar box A standard grammar box
presentation of yes/no questions presentation of yes/no questions
with be followed by a fill-in-the- with be followed by ‘get to know
blank exercise your classmates’ task. It will help
students to analyse the structures

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 since yes/ no questions are included
not only the verb to be but also with
do and does.
• Task-based assessment
Once an outcome has been achieved, the next step is to assess. As it is
necessary to look at pronunciation, vocabulary and grammar, the
teacher may judge whether the learners have achieved an “acceptable”
level for the task, communicatively speaking. Here is a suggested
procedure:
Step 1 Was the task appropriately completed? Would the outcome
be reasonably recognizable by an “average” native speaker
of English as an example of its “type”?
Yes (pass) No (fail)
Step 2 If “yes,” how good was it? Read the descriptors below and
assign a grade from 6 to 10.
If “no,” were there at least some redeeming qualities?
Assign a grade from 1 to 5.
Example scoring criteria for a pass:
• Conclusion
Despite the popularity of TBLT, there are still many problems to apply it
to daily teaching. Some teachers do not fully understand what TBL is,
and to make matters worse, there are just few genuinely task-based
textbooks on the market. Therefore, the only alternative open to many
teachers who wish to use a task-based approach is to adapt the
materials found in traditional textbooks to fit the principles and
procedures of TBLT.
We invite you to explore and discover new ways to teach your students,
fostering creativity, responsability and autonomy for their learning.
Best wishes,