Write a reflection paper on the task-based teaching by making references to the following points in two articles:
a) the ways of applicability and integration of task-based teaching into instruction in the teaching of EFL at various levels of proficiency and with students from different age groups in Turkey and in the teaching of various language skills
b) the possible advantages challenges, difficulties and obstacles in relation to the implementation of the task-based approach to young learners and the ways to cope with them
c) the impact of the implementation of the task-based approach on the rate of learner involvement and the rate and quality of learning in the EFL atmosphere
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Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.
ReplyDeleteThere are some advantages of Task-Based Teaching:
Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.
A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.
The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.
The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.
It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.
It is enjoyable and motivating.
BETÜL SAN
1620301
In the article, meaning of “task” is tried to be defined so much that understanding what task-based teaching is becomes difficult. However, after reading article, I can shape the frame of task-based teaching.
ReplyDeleteIn the article, there is a clear example to a lesson based on task-based teaching. Process of the lesson is that; since the topic is friendship, first students learn vocabulary (adjectives,adverbs..etc) then they learn forms they will use to describe a qualities of a good friend and then they focus on speaking, listening etc tasks.
I think a lesson designed with task-based approach can be appropriate for students having different proficiency level. It is good for beginners or elementary students because it forms background knowledge and then presents a task that is required to use that background knowledge. Since students having low proficiency level don’t have background knowledge, task-based approach is really beneficial for them. It is also effective for young learners because it may increase their awareness about the topic by giving background knowledge about the topic. With pre-activities before the task, they get used to the topic and start to have an idea about the general process of the lesson and topic and they can fulfil their tasks mores successfully.
There may be some challenges while applying the task-based approach. For advanced learners, it may be time consuming to give detailed background knowledge and make them attend every process of the tasks. Moreover, teachers may not be able to monitor students’ involvement. For example; some students may focus on entirely form they try to produce while teacher plan a communicative language practice task.
Advantages of Task Based Language Teaching
ReplyDelete- Selecting the tasks based on the needed content
- Using authentic texts
- Combining aspects of language because you do not only focus on grammar but also on reading or speaking
- Linking of the classroom language with the language outside the classroom
- Gaining confidence in spontaneous speaking
- Enyojing the challenge of doing tasks
- Becoming a more independent learner
- You can include creative ideas in the tasks
Difficulties of Task Based Language Teaching
- Deciding when and how to correct the students while they are speaking
- Getting distant to written grammar rules because of the aim to use language outside the classroom
- Do not get the feeling of making as great developments as in PPP by learning strictly rules
- After to much Task Based Language Teaching it will be difficult to encourage the students to focus on PPP and work disciplined only on grammar
A task can be defined as a piece of work or a duty and tasks have a vital role in ELT classrooms. These articles regarding TBL describe what the task is, how it can be applied in ELT classrooms, different types of tasks that can be used in classrooms and how useful TBL is in language learning.
ReplyDeleteTask is a broader and more general term while the activity is a specific type of the task. For example, learning the daily routines is a task and the present tense used to teach the daily routine is an activity. In that sense, I think that tasks are really useful while teaching a language. Firstly, tasks are real-life relevant and they are authentic and it is a well-known fact that real-life relevance and authenticity are really helpful while teaching a foreign language. With the help of tasks, students can learn the language by living it in a context. This type of teaching and learning environment creates a contextual atmosphere and learning will be more permanent for the students. Moreover, I think that tasks are not mechanical drills but meaningful drills, so students will be more likely to involve in the activities and they will benefit more from them.
These 2 articles also explain what types of problems can exist while students are involved in the tasks. As it is expressed in the articles, I think that the main problems of the teacher would be to minimize noise and indiscipline during activities. It is especially true for young learners. In my view, as addressed in the article, appointing group leaders to be responsible for the supervision of noise among their peers will be the most effective one. The other thing is that with the young learners, teacher should be more careful because their attention span is so short and they usually want to get involved in more physical activities. Therefore, teacher should have a variety of interesting and physical activities for these children. Also, the teacher should give the rationale beyond the activities. Thus, students know what is expected of them and they will be more involved in the activities. Moreover, teachers should be flexible to the unpredictable things which may happen during the activities. That is to say, they should be prepared for the changes and they should prepare their task and activities according to the students’ needs and interests because this will make the lesson more enjoyable and interesting for the students and they will actively involve in the activities.
When it comes to the implementation of TBL in Turkey, I think that crowded classrooms will be the problem for the teachers. The teachers may not be able to minimize so many distractions among the students and the noise during the activities can interfere the learning of the students. Students may also use only Turkish during the group activities and teacher may not be able to notice it in such crowded places. Also, using a task for each teaching unit puts so much pressure on the teachers who are already struggling with the problems of our educational system. In that sense, I think that teacher can make use of such tasks and activities only to some extent in Turkey.
Task-based language learning, also known as task-based language teaching focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. In the task based language the focus in not on the language, rather, it is on the task itself. It means that the teacher does not evaluate the students’ language skills, their accuracy or vocabulary knowledge. At the end of the lessons what is supposed to be fulfilled correctly and completely is the task asked by the teacher to the students to be done. The main aim in this approach is to make students busy with some specific mission which should be handled by the target language. While they are trying to realize the given task, they will be using the L2 throughout all the process. While their focus in on the completion of the task, their anxiety about their L2 will be minimized. Without hesitation or any stress of making grammar mistakes, students will finish their jobs. In this way, they will be more confident and fluent in speaking L2.
ReplyDeleteTo talk about the application of Task Based Teaching Method in Turkey, it can clearly be said that there is no common use of this method n our educational system. It is commonly known fact that grammar based teaching method is the most widely used one in Turkey. Although Turkish educational system has gone through a great progress in recent years on the application of some newer and more modern techniques in foreign language teaching, there are still some problems regarded with this issue:
The FLE teachers in Turkey have probably not got the chance to implement various techniques and methods in their classes due to old educational curricula implemented in the past. In today’s word it is hard for those teachers to change their way of teaching which they used for a long time. With the introduction of new curricula the latest teachers and nominee of teachers got the chance to be acquainted with these methods more closely. In the university years, the FLE teachers have are equipped with necessary knowledge and practice about these modern ways of teaching. However after graduation it seems unlikely for them to apply these modern ways in the real classroom environment mostly because of the examinations system which has not been changed in accordance with the new curricula. As most of the examinations are focused on forms in our educational system, it makes it harder for teachers to be more flexible in their way of teaching. In order not to challenge with the students and their parents , teachers tend to switch to old fashioned methods which collaborated better with the examination system.
Ignoring all the formal disincentives, we can say that there are still some more difficulties of the application of this method. In younger classes students may lack the proficiency in the L2. This may discourage students to speak in L2. Besides, the size of some classes may not allow teachers to implement this method.
Even if most of the dictionary definitions of the term "task" includes some negative words like forced, imposed or extracted (as stated in the article of Littlewood), I believe that, like the authors themselves, in EFL classrooms tasks can be enjoyable, attractive and challenging, indeed. However I think that while conducting a task-based teaching approach we should also focus on the activities and the language used. Of course this is the most challenging part of the task-based approach for teachers.
ReplyDeleteThe biggest advantage of tasks is that they initiate the learners to participate the classroom activities, because as there is a concrete task and so a visible goal to achieve, they feel themselves motivated to complete the task. With the help of the task given the learning target is no more an unnatural, imposed thing but a way to achieve the goal and complete the task.
On the other hand this advantage has a disadvantage in it, as well. Because of the learners' enthusiasm and willingness to complete the tasks, they can easily lose control of themselves, and stop monitoring their language use. So in EFL classrooms it can cause quick and unconcious language shifts from the target language to the mother tongue. So the teachers should closely monitor the students and he/she should be capable of bringing them to the right way again without damping their enthusiasms.
Tasks have another big advantage. It is that the learners will feel accomplished after completing a given task. So this will also help them to be motivated for the other tasks. And this situation will affect their attitudes towards the target language.
When it comes to the task-based approach's application in Turkey, I don't think that it is so common in especially public schools. Maybe because of the traditional language teaching methods used n our country or maybe because of the populousness of the classrooms, the teachers avoid of the tasks. However I believe that by giving the teacher candidates clear instructions about task-based teaching, this approach can be implemented in our country, as well.
Rüveyda GÜNDÜZ
ReplyDelete1620129
REFLECTION ON “THE TASK BASED APPROACH: SOME QUESTIONS AND SUGGESTIONS”
To start with, a task is a piece of work which is done unwillingly and with difficulty according to some definitions from different dictionaries. Many teachers have regarded a task as it is explained in the dictionaries and avoided using this term for a long time. However; as task-based approach has developed and is started to be used more commonly, the perception has changed, as well. Instead, a task is any activity which learners focus on to make their learning process faster and it involves various activities ranging from very simple to more complex. The activities such as asking for and giving directions, booking a ticket in a task include using target language for a communicative purpose, so they are realistic which makes learners more and more engaged.
Moreover; the activities in a task may be both form-focused and meaning-focused. Of course, there is a difference between these terms. While form-focused tasks including structures of a language, how they are formed and what they mean are suitable for non-communicative learning, meaning-focused tasks which help learners to use the language in real life situations are appropriate for use of authentic communication. The form-focused activities refer to enabling tasks and meaning-focused activities refer to communicative tasks. I think, both form and meaning focused activities should be used in order to use TBLT in an effective way because form and meaning complete each other and they are one of the most important elements in a language.
Another important factor is the task involvement of learners during the activities and it depends on such various factors as teacher’s attitudes, task characteristics and learner motivation, etc. The teacher should take these factors into consideration while choosing activities suitable for TBLT.
Finally, task-based approach is under the more broad term communicative approach because it serves as a tool to foster communicative use of language.
As my friends defined task, I don’t want to start with what is task. Task-based Teaching focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBL especially popular for developing target language fluency and student confidence. It moves away from a prescribed developmental sequence and introduces learner freedom and autonomy into the learning process. The teacher’s role is also modified to that of helper.
ReplyDeleteTask-based learning is advantageous to the student because it is more student-centered, (not teacher centered, lecture is not given in the traditional way) allows for more meaningful communication, and often provides for practical extra-linguistic skill building. Although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know and are learning, rather than just the 'target language' of the lesson. Furthermore, as the tasks are likely to be familiar to the students (eg: visiting the doctor), students are more likely to be engaged, which may further motivate them in their language learning.
There have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students. Others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate. Teachers may want to keep these in mind when designing a task-based learning lesson plan.
Task Based Language has a specific and practical usage. In TBL, the lesson is formed around completeing a task. It is also described as duty for students to develop themselves through it. TBL focuses on the functional purposes of the language. Task-based ilanguage focuses on a whole set of real-world tasks. And input for tasks may come from different sources such as speeches, conversations, narratives, cartoon strips, interviews, oral descriptions etc. for which language must be used. In task-based language the focus is on communication, purpose and meaning. There are some goals of the TBL, these goals are not in the traditional sense of just focusing on grammar or phonology, but they include preserving the centrality of functions like greeting, expressing opinions as well. Of couse we have some advantages and disadvantages in this approach. I want to start with pros of the TBL. The task usually requires the selection of some objects as an outcome. This can provide a shared focus for which students can work together. In the process, different participants, including peer learners in the team and the tutor, can project different views on the same situation and develop meaningful discussion on the matter. The task will usually generate objects that are also open to cross group evaluation. The students can present their own products and evaluate others. Everyone can take part in evaluating the strengths and weaknesses of the work generated within the classroom community. On the other hand, we have some disadvantages. Task Based Language offers a different rationale for the use of tasks as well as different criteria for the design and use of duties. It depends on tasks as a primary source in teaching and lacks of a systematic grammatical language. Also, I think one of the biggest problems is time. This is especially so where time is limited and out-of-class exposure is unavailable, such as in Turkey.
ReplyDeleteThese articles regarding TBL describe what the task is, how it can be applied in ELT classrooms, different types of tasks that can be used in classrooms and how useful TBL is in language learning. Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't plan what language will be studied, the lesson is based around the completion of a central task and the language studied is decided by what happens as the students complete it. The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and this helps the students to remember some language that may be useful for the task.
ReplyDeleteThe teacher defines language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then practice activities to increase their confidence and make a note of useful language. In the task based language the focus is not on the language, but it is on the task itself. The teacher does not evaluate the students’ language skills, their accuracy or vocabulary knowledge. At the end of the lessons what is supposed to be done correctly is the task asked by the teacher to the students to be done. The main aim in this approach is to make students busy with some specific mission which should be handled by the target language. ı think this side of the task based approach is very useful and it is very applicable in the classroom, but when ı think the whole education system, I can see that there could be some restrictions. Our education system is greatly focused on grammar and recitation and the students are passive in classroom. When ı look at my educational background, ı clearly see that ı could learn better and earlier if this method was implied. The other problem is that the classrooms are very crowded and task based approach could not be possible to apply and give feedback. The education is now more focusing on the students’ participation and this method could be more applicable.
The advantages of this approach are that the students are not just passive learners, they enjoy the lesson and they gain independence and self confidence. They can think critically and they feel that they can perform something while doing the tasks. Authentic texts will be very beneficial for students. The disadvantages are that giving the students feedback might be difficult. The teacher should be careful when they make mistakes. We should not just focus on the grammar, but of course grammar is also a part of the language and the students may ignore all the grammar rules and they can be too relax about the language, because they mainly focus on the speaking. Their speaking may mean nothing. the teacher should revise them.
To begin with, one of the two articles related to task based approach focuses on defining task and the other one focuses on implementation of task based approach in classrooms. I like the second one especially because it shows us the problems that may arise during the implementation of task based approach while teaching a language. If we can predict these problems beforehand, we can prevent them and we can apply it without losing time.
ReplyDeleteI think that TBL is very effective in language teaching as it is very authentic. Authentic materials make learning easier for students because students have the opportunity to learn with their real life experiences which makes learning more concrete and permanent. Secondly task based teaching is enjoyable therefore it increases enthusiasm of students. While performing a task, students have the feeling of succession and this feeling motivate them to learn as well.
The challenges of implementing task based approach changes from classroom to classroom. Large classrooms, classes with lack of appropriate resources, cramped classrooms are not suitable for implementation of TBL. For example if the class is too crowded, it will lead to noise. If the teacher is inexperienced s/he cannot maintain discipline during task based activities. The other problem which may occur is that students are more likely to apply mother tongue while performing a task. According to the article, the more linguistically complex and open-ended the task, the more use seemed to be made of the mother tongue. The teacher has to be a good observer while implementing TBL. Lastly some students speak a lot but some students speak very little during the task. The teacher should ensure equal participation.
In Turkey, classrooms are crowded therefore many classrooms are not suitable for TBL. The teacher may not prevent noise and distraction. Secondly, students are more likely to speak Turkish during group activities and the teacher cannot realize them in crowded classrooms.
To sum up, if TBL can be implemented successfully, it facilitates learning however if it cannot be implemented thoroughly, it will only lead to chaos in classrooms.
ECE ŞAHİN
ReplyDelete1620764
With the help of previous articles, I think all of us have an idea about what is a task and what is task based learning. In a task based course, the language learners do some meaningful and purposeful activities in which they learn authentic things with the help of target language. In such lessons, the target language isn’t the main focus; rather it is the task that needs to be taught to the students. However, while learning the staff the students also acquire the language. In my opinion, this type of teaching can be quite effective if applied properly. The reason for that is the students are kept busy with several learning activities at the same time and they are learning useful things in ESL courses. When it comes to the implementation of task based learning approach in the classrooms, I can say that there are some pros and cons for it. As advantages, I can say the things that I said before, such as the students are on several tasks at the same time. The students use authentic texts by focusing on different language skills such as reading or listening. Also, in this way language learning is more enjoyable and creative. The Turkish students, especially, may find English lessons unnecessary, with this method; the teachers can provide them with a reason to learn English: Learning new things that they don’t learn in other classes. Another thing is related to the motivation of the students, after completing the tasks given by the teacher, the students will be more motivated to learn new things.
However, of course, there are some disadvantages of this method. The first one is the workload of the teacher. The teacher really should work hard in order to generate new activities apart from the ones that the course books provide. This requires time and energy of the teachers and every teacher may not be willing to make effort for such things. Also, in crowded classes, clearly as the situation of the classes in Turkey, it is very difficult because the teacher should take care of the students individually and as tasks are important to conduct. Moreover, the traditional Turkish teachers of English don’t have much idea about implementing this method in the classrooms. So, it would be very difficult for them to give up the traditional ways of teaching English such as grammar-translation method, and turn to a completely new method. However, the prospective teachers of the day are educated with the consciousness of such methods and if they are provided with appropriate conditions, I think they will be able to implement the task based teaching method appropriately and effectively.
“It is informed by the belief that if students are focused on the completion of a task, they are just as likely to learn language as they are if they are focusing on language forms” As it is stated in one of the articles the students will use the language if they are expected to complete a task. For young learners it is always important to have different kinds of tasks or activities to complete, otherwise they will be easily bored. In TBL, this is the way how teachers teach English. They use tasks for which the students will speak inEnglish always.
ReplyDelete“Language focus” is also very important in TBL as students need to learn some grammar. But, this focus must be enjoyable, with activities so that the students are not bored. It is clear from the experiences that the students learn with activities not by memorizing the rules.
There can still some problems in a language class learning in TBL. Espeacially with young learners it is really difficult to manage to cope with the group work. The teacher has to make a lot of effort, and set her limits very well to prevent disruptions.
In our country, however, it is really difficult to use TBL in language classrooms in state schools, because, the classes are really crowded and there are not enough equipments to use a variety of activities. For the teacher it will be very difficult to manage the group work and the students will immediately start to speak inTurkish and the teacher will not be able to realize it.
Ruken Ay
Selman Eser
ReplyDelete1529973
In the article “The task-based approach: some questions and suggestions” by William Littlewood discusses the term “task” and introduces the two dimensions of tasks.
I think what Willis offers as a definition sounds the most reasonable: “tasks are always activities where target language is used by the learner for a communicative purpose in order to achieve an outcome.” Ellis contributes to this definition by introducing exercises. He describes exercises as any activity in which the learners have no communicative purpose.
Next, he discusses the two dimensions of tasks starting with focus. The focus can be on form or meaning. It is closer to being an exercise (as Ellis calls it) if the focus is on form and closer to being a tasks when the focus is on meaning. The other one is the task involvement. Basically it is suggested that learner involvement should be as high as possible.
I’m not sure where do current teachers in Turkey stand with task-based approach. However, I don’t see it being popular. Firstly because we are too much used to the old way of doing things and no many appreciate trying new things. Though, recently trained teachers are equipped with necessary skills and knowledge to implement such approaches. So I guess it would be better in the near future. However, even then exam-oriented syllabi will be a tough problem to overcome.
As for the young learners and task-based approach; there are several problems described in the article “Implementing task-based learning with young learners” by David Carless.
First problem mentioned is noise and indiscipline which would be a real problem with young learners in a crowded classroom. Reasons mentioned for this problem are unclear instructions, becoming “off-task”, and characteristics of the task. To cope with these issues, teachers could ask a student to repeat the instruction and make sure all students understand the instructions before starting; prepare/give assignments to students who finish their work early and help those who find the task too difficult; actively monitor learners throughout the activity if it provokes noise. It is also important to be a bit more tolerant and use ignorance strategy.
Next is the use of mother tongue. There are three reasons for this that was mentioned in the article: moving the task along, focusing attention, and interpersonal interaction. It was observed in the study that in linguistically complex and open-ended tasks students made more use of their mother tongue. In order to prevent this, teachers should make sure to build an “English classroom” atmosphere by sticking to English themselves as much as possible; teaching the language students need for interaction and negotiation; and clearly stating the expectations from the activity. Also teachers should tolerate a certain amount of mother tongue, especially with young learners. Author that it’s fine as long as target language is used more than mother tongue.
Lastly student interaction may become an issue in implementation of task-based approach. It was observed in the study that certain students dominated the completion of activities in some cases, which resulted in others’ not to contribute at all. To prevent this, teachers should make sure to distribute the workload equally, frequently change the roles and groups of students. You could also wear your optimistic glasses and see this as students who do not contribute are not ready yet, but they are learning from their peers by observing them carry out the tasks.