The methodology of

Task Based Learning

One of the most traditional methodologies is the commonly known as PPP model, which
works under a pretty simple and straight-forward framework that is composed by 3 main
stages: Presentation-Practise-Production.
This method is widely used by not very experienced teachers because it offers a rather safe
and comfortable framework to move in.
In the first stage (presentation), the teacher presents the language item (usually from a
grammar syllabus) he/she wants to focus on (eg. “present perfect”). Then, in the second
stage (practise) the students practise with very controlled excercises (written drills), and
finally, students have the opportunity to practice the language in a freer way.

Now, two of the most important things that a student requires to learn the language is:

a) to be taught what he/she really needs to learn

b) an authentic context in which to practice real language

The PPP model usually fails at meeting at least one of the requierements described above,
and that´s one of the major reasons why this method is criticised. Another cause of
criticism, is the arbitrariness of the selection of the language item (normally, not what the
student needs to learn). Therefore, we cannot expect very good results in our students
working under this model.

Another model adopted by some teachers is the TTT (test-teach-test), a radically different
approach where the production stage occurs at the beginning of the lesson. Students are
requiered to perform a task without any input or guidance. During this initial task, the
teacher monitors the problems that the activity generates and then presents the language
item that he/she wants to focus on, and does some language analysis. At the end, students
have to opportunity to try a similar task.

The problem of this approach is that there is a danger of randomness, and according to
Bowen (2002), the teacher´s language focus might not meet the learner´s need.

A third model of organizing lessons is the TBL methodolgy, which is founded in sound
theoretical foundations and takes account of the need for authentic communication.
It is believed to be originated or developed by N. Prabhu, in southern India.

This model is based on the belief that students learn best and more effectively when their
minds are focused on a task that involves a wide range of different language items, rather
than in drilling excercises of structures, functions or vocabulary lists.

Some of the most important concepts behind TBL, is that students learn more naturally
from a class that makes language meaningful, therefore, memorable.
The main focus of the class is the task. The tool or instrument to achieve it is the language.
At this point, it is important to understand that activities like completing gaps, remembering
lists of words ,etc can NOT be considered as genuine tasks. A task involves active
participation of the learner in terms of the need of using language in a natural way, like
solving problems, comparing texts/pics, role plays, sharing information,etc. so that students
are the builders of their own knowledge.

The idea is to develop our student’s ability to really do things in English!

Tasks will generate their own language, and therefore, create instances for language
acquisition. (Krashen).

Now, a teacher might think: “well…Is this part of the“grammar-bashing” trend?. The
answer is “no”. This model does not intend to wipe the grammar away from the classroom.
On the contrary, while the PPP approach proposes to move from accuracy to fluency, in
TBL we move from fluency to accuracy plus fluency”.

The question now is “How can I use TBL in my classroom?”

TBL works under a pretty simple framework:

• Pre-task activity : In this section, the teacher presents, introduces and explore the
topic with the class. It is important to raise the student´s motivation and get them
involved in the topic. Elicitation is of tremendous importance here, as students are
activating their schemata.
• Task cycle: Task > Planning > Report : Here, the learners perform the task
(typically a reading or listening exercise or a problem-solving exercise) in pairs or
small groups. During this stage, students work freely because “mistakes are not
important”, but they are aware that their output will be 'made public' and will
consequently aim for accuracy. It´s important to notice that the role of the teacher
here is to give language assistance and not interfere (or “help”) with error
corrections. The students then prepare a report for the whole class on how they did
the task and what conclusions they reached.
• Language Focus and Feedback : The language focus consists of analysis and
practice. Feedback on the learners’ performance at the reporting stage may also be
appropriate at this point. The teacher then shows a way in which the task could have
been completed and assign a similar task for students to practice what they just
learned.

The main advantages of TBL are that language is used for a genuine purpose meaning that
real communication should take place, and that at the stage where the learners are preparing
their report for the whole class, they are forced to consider language form in general rather
than concentrating on a single form (as in the PPP model).

Document built and edited by:

Fernando Murillo M.
EFL teacher