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Prof  Rod Ellis on Task based Language Learning

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In this episode, Leo chats with teacher and teacher trainer Neil McCutcheon. Neil lives in Strasbourg, France and is the head of CELTA and DELTA training at the ELT Hub in both Strasbourg and Leon. He began teaching in 1991 and has taught in Ghana, Hungary, the UK, and now in France. His main interests are teacher education and developing materials that reflect what we know about second language acquisition.

On this note, one of Neil's areas of focus is TBLT: Task-based Language Teaching, sometimes referred to as Task-based Learning. He strongly believes this approach is one of the most effective in terms of language acquisition, and he encourages more teachers and programs to adopt it. In this episode, he sits down with Leo about the approach, how it works, why it is effective, and why he thinks many teachers are apprehensive about implementing it in their classrooms.

Neil has also recently published a book on TBLT, co-authored by Neil Anderson, called "Activities For Task-Based Learning." It's a fantastic book on TBLT, not only because it outlines the approach and activities used therein, but it also includes language that is likely to emerge from each proposed task - a common apprehension among instructors with low levels of language awareness, Neil explains.

Pick up your copy on Amazon today.

Neil McCutcheon and Neil Anderson also founded an enterprise called "Fluency First ELT" where they believe that learning is prompted by the need to communicate, and that out of fluency comes accuracy.
Contact Neil:
Email: neil.mccutcheon@theelthub.com

On Twitter: @NeilJMcCutcheon

Website: Fluencyfirstelt.com

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Episode 11: Talking Task-based Language Teaching with Neil McCutcheon - Learn YOUR English

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In this episode, Leo chats with teacher and teacher trainer Neil McCutcheon. Neil lives in Strasbourg, France and is the head of CELTA and DELTA training at the ELT Hub in both Strasbourg and Leon. He began teaching in 1991 and has taught in Ghana, Hungary, the UK, and now in France.

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, English Teacher at GAZİANTEP - YAVUZELİ BAKIRCA SECONDARY SCHOOL

Published on

1. 1. BACKGROUND INFORMATION...........................3APPROACH.....................................................21THEORY OF LANGUAGE..........................................21THEORY OF LEARNING............................................23PRINCIPLES............................................................24DESIGN...........................................................28OBJECTIVES...........................................................28SYLLABUS..............................................................32TYPES OF LEARNING AND TEACHING ACTIVITIES....33LEARNER ROLES....................................................34TEACHER ROLES....................................................35INSTRUCTIONAL MATERIALS..................................36PROCEDURE.................................................37THE FRAMEWORK FOR TBL INSTRUCTION..............37PRE-TASK - TASK CYCLE - POST-TASK...................38CONCLUSION..................................................43ADVANTAGES OF TBLT..........................................43DISADVANTAGES OF TBLT.....................................45ACTIVITY........................................................51REFERANCES.................................................53 2

2. 3. What is task? 4

3. 4. TASK (1): a piece of work that must be done,especially one that is difficult or that must bedone regularly.TASK (2): to give someone the responsibility fordoing something. (Longman English Dictionary) 5

4. 5. A task is any activity that learners engagein to process of learning a language. (Williams and Burden, 1997:168) 6

5. 6. A task is a range of learning activities from thesimple and brief exercises to more complex andlengthy activities such as group problem-solving orsimulations and decision-making. (Breen, 1987:23) 7

6. 7. An activity which required learners to arriveat an outcome from given information throughsome process of thought and which allowedteachers to control and regulate that process wasregarded as a task. (Prabhu , 1987:24) 8

7. 8. What is Task Based LanguageTeaching? 9

8. 9. Task Based Language Teaching (TBLT) is anapproach which offers students opportunities toactively engage in communication in order toachieve a goal or complete a task. TBLT seeks todevelop students' interlanguage through providinga task and then using language to solve it. 10

9. 10. It was first developed by N. Prabhu inBangladore, Southern India. Prabhu believedthat students may learn more effectively whentheir minds are focused on the task, rather thanon the language they are using. (Prabhu, 1987; as cited in Littlewood, 2004) 11

10. 11. On the other hand, using tasks for teaching firstappeared in the vocational training practice of the 1950's.Task focused here first derived from training designconcerns of the military regarding new military technologiesand occupational specialities of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. (Richards & Rodgers, 2001:225) 12

11. 12. TBLT makes the performance of meaningfultasks central to the learning process. Instead of a language structure or function to belearnt, students are presented with a task they have toperform or a problem they have to solve. (Harmer, J. The practice of English Language Teaching, 2007:71) 13

12. 13. * Preparing a meal * Two pictures or texts to* Ordering food in a cafe find the differences* Talking to someone on * Solving a problem the phone * Designing a brochure.* Compiling qualities of a good friend. 14

13. 14. Help! Thieves!Can you describe There were two Did the Yes, glassesthe thieves? thieves, a man woman wear and long black and a woman glasses? hair. She is young.Did the manhave a A black moustache, but Look at these Yes, here A task taken from pictures. they are!moustache? no glasses. He has short hair. a task-based syllabus for beginners. 15

14. 15. TBLT constitutes a strong version of CommunicativeLanguage Teaching. (Skehan, 2003b) Teacher's dominant authority turns into teacher's guidingin TBLT; because, teacher centered learning (PPP) becomeslearner centered. It can be seen as both a refinement of Communicative Language Teaching (CLT) and a reaction to the use of PPP. (Ellis, 2003: ix) 16

15. 17. Why do we use a task-based approach? 18

16. 18. * Tasks can be easily related to students' real-lifelanguage needs.* They create contexts that facilitate second languageacquisition.* Tasks create opportunities for focusing on form.* Students are more likely to develop intrinsicmotivation in a task-based approach.* A task-based approach enables teachers to see ifstudents are developing the ability to communicate inan L2. 19

17. 19. Two essential characteristics of focus-on-form: 1) the overriding focus in a form-focusedclassroom is meaning or communication, and 2) attention to form arises incidentally inresponse to communicative need (Ellis, 2001) 20

18. 20. APPROACH DESIGN PROCEDURE CONCLUSION1. Language is primarily a means of making meaning.2. Multiple models of language inform task based instruction. (Richards & Rodgers, 2001: 226-228) 21

19. 21. APPROACH DESIGN PROCEDURE CONCLUSION 3. Lexical units are central in language use and language learning. 4. "Conversation" is the central focus of language and the keystone of language acquisition. (Richards & Rodgers, 2001: 227-228) 22

20. 22. APPROACH DESIGN PROCEDURE CONCLUSION 1. Tasks provide both the input and output processing necessary for language acquisition. 2. Task activity and achievement are motivational. 3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purpose. (Richards & Rodgers, 2001: 228-229) 23

21. 23. APPROACH DESIGN PROCEDURE CONCLUSION1. Making errors is natural and is considered as a part of the process in acquiring the target language.2. Exposure to comprehensible input is crucial.3. Learning tasks facilitating learners to engage in interactions are essential. (Priyana, 2006) 24

22. 24. APPROACH DESIGN PROCEDURE CONCLUSION 4. Learners need to be encouraged to produce the target language as producing the target language facilitates learning. 5. Although language production may be encouraged from the early stage in the learning process, it is reasonable to allow a silent period. 6. Focus on form is necessary. (Priyana, 2006) 25

23. 25. APPROACH DESIGN PROCEDURE CONCLUSION 7. Second language teaching and learning pace should be made reasonable for both learners with higher and lower aptitude. 8. Language learning tasks should be varied to cater for the needs for both extrovert and introvert learners. 9. Learning tasks should encourage learners to attend to both meaning and form and be varied in order to accommodate learners with different learning strategy preferences. (Priyana, 2006) 26

24. 26. APPROACH DESIGN PROCEDURE CONCLUSION 10. Teaching and learning processes should foster motivation and minimize learner anxiety. 11. The choice of teaching and learning tasks and content should be based on learner age. 12. Learning tasks should arouse and maintain learners' learning motivation. (Priyana, 2006) 27

25. 27. APPROACH DESIGN PROCEDURE CONCLUSION* to facilitate students' language learning by engaging them ina variety of tasks that have a clear outcome. (Larsen-Freeman, 2001: 156) 28

26. 28. APPROACH DESIGN PROCEDURE CONCLUSION * to give learners confidence in trying out whatever language they know, * to give learners experience of spontaneous interaction, * to give learners the chance to benefit from noticing how others express similar meanings, * to give learners chances for negotiating turns to speak, (Willis, 1996: 35-6) 29

27. 29. APPROACH DESIGN PROCEDURE CONCLUSION * to engage learners in using language purposefully and cooperatively, * to make learners participate in a complete interaction, not just one-off sentences, * to give learners chances to try out communication strategies, * to develop learners' confidence that they can achieve communicative goals. (Willis, 1996: 35-6) 30

28. 30. APPROACH DESIGN PROCEDURE CONCLUSION LISTING: Processes - Brainstorming, fact-finding.ORDERING AND SORTING: Processes - Sequencing, ranking, categorizing, classifying. COMPARING: Processes - Matching, finding similarities, finding differences. Processes - Analysing real or hypothetical situations, PROBLEM SOLVING: reasoning, and decision making. SHARING PERSONAL Processes - Narrating, describing, exploring and explaining EXPERIENCES: attitudes, opinions, reactions. Processes - Brainstorming, fact-finding, ordering and sorting, CREATIVE TASKS: comparing, problem solving and many others (Willis 1996).31

29. 31. APPROACH DESIGN PROCEDURE CONCLUSION Synthetic Syllabus 32

30. 32. APPROACH DESIGN PROCEDURE CONCLUSION 1. Jigsaw Tasks 2. Information-gap Tasks 3. Problem-solving Tasks 4. Decision-making Tasks 5. Opinion exchange Tasks 33

31. 33. APPROACH DESIGN PROCEDURE CONCLUSION 1.Group Participant 2.Monitor 3.Risk-Taker and Innovator 34

32. 34. APPROACH DESIGN PROCEDURE CONCLUSION 1. Selector and Sequencer Of Tasks 2. Preparing Learners For Tasks 3. Consciousness-Raising 35

33. 35. APPROACH DESIGN PROCEDURE CONCLUSION -Books -Newspaper -Magazine -Radio programs -CDs -TV -Internet -Board -Worksheets 36

34. 36. APPROACH DESIGN PROCEDURE CONCLUSION Pre-task Task Cycle Post-task 37

35. 37. APPROACH DESIGN PROCEDURE CONCLUSION * Use materials such as picture/text/song etc. to lead into the topic. * Brainstorming, comparing ideas, sharing experiences. * Provide elicit vocabulary. * Provide a model, exploit role-play. * Do a similar task * Allow the students time to plan. 38

36. 38. APPROACH DESIGN PROCEDURE CONCLUSION * Pair work and small group work versus the whole class. * Introduce a surprise element. * Set a time for completing the task. * Vary the number of participants. * Tell students they will have to present a report to the whole class. 39

37. 39. APPROACH DESIGN PROCEDURE CONCLUSION * Students give a report. * Repeat the task (e.g. students switch groups) * Consciousness-raising activities. * Students listen to a recording or watch a clip of fluent speakers doing the same task, and compare their tasks with theirs. * Teacher gives feedback and evaluates the success of the task. 40

38. 40. Introduction to topic and task: Teacher explores the topic with the class,Pre-task highlights useful words and phrases, helps students understand task instructions and prepare. Task: Students do the task, in pairs or small groups. Teacher monitors. Planning: Students prepare to report to the whole class( orally or in writing)Task Cycle how they did the task, what they decided or discovered. Report: Some groups present their reports to the class, or exchange written reports and compare results. (Students receive feedback on their level of success on completing the task). Analysis: Students examine and discuss specific features of the text orLanguage transcript of the recording. Focus Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis. (Willis 1996: 38) 41

39. 41. APPROACH DESIGN PROCEDURE CONCLUSION 42

40. 42. APPROACH DESIGN PROCEDURE CONCLUSION * TBLT is applicable and suitable for students of all ages and backgrounds. * Students will have a much more varied exposure to language with TBLT. * Students are free to use whatever vocabulary and grammar they know, rather than just the target language of the lesson. * TBLT helps students pay close attention to the relationship between form and meaning 43

41. 43. APPROACH DESIGN PROCEDURE CONCLUSION * TBLT allows meaningful communication. * Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. * Encourages students to be more ambitious in the language they use. * The psychological dynamics of the group which works together to complete a task will have a great influence on the success. 44

42. 44. APPROACH DESIGN PROCEDURE CONCLUSION * TBLT requires a high level of creativity and initiative on the part of the task. * There is a risk for learners to achieve fluency at the expense of accuracy. * TBLT requires resources beyond the textbooks and related materials usually found in language classrooms. 45

43. 45. APPROACH DESIGN PROCEDURE CONCLUSION * Task-based instruction is not teacher-centered and it requires individual and group responsibility and commitment on the part of students. If students are notably lacking in these qualities, task-based instruction may, indeed, be difficult to implement. * Evaluation of task-based learning can be difficult. The nature of task-based learning prevents it from being measurable by some of the more restricted and traditional tests. (Krahne, 1987) 46

44. 46. APPROACH DESIGN PROCEDURE CONCLUSION * While Task-Based Instruction may fruitfully develop learners' authority of what is known, it is significantly less effective for the systematic teaching of new language. This is especially so where time is limited and out-of-class exposure is unavailable, such as in Turkey. 47

45. 47. APPROACH DESIGN PROCEDURE CONCLUSION TBLT is based on the principle that language learning will progress most successfully if teaching aims simply to create contexts in which the learner's natural language learning capacity can be nurtured rather than making a systematic attempt to teach the language bit by bit. (Ellis, 2009:222) 48

46. 48. APPROACH DESIGN PROCEDURE CONCLUSION It may help to encourage students to use thetarget language actively and meaningfully. But still, many aspects of TBLT have to bejustified such as task type, task sequencing andevaluation of task performance. 49

47. 49. APPROACH DESIGN PROCEDURE CONCLUSION The basic assumption of TBLT -that it provides for a more effective basis for teaching than other language teaching approaches- remains in the domain of ideology rather than fact. It depends on tasks as the primary source of pedagogical input in teaching, but the absence of a systematic grammatical syllabus entails current versions of TBLT. 50

48. 50. Work with three other students.You are on a ship that is sinking. Youhave to swim to a nearby island. Youhave a waterproof container, but canonly carry 20 kilos of items in it. Decidewhich of the following items you willtake. (Remember, you can't take morethan 20 kilos with you.) 51

49. 51. * Waterproof sheets of fabric (3 kilos each.)* Notebook computer (3.5 kilos)* Rope (6 kilos).* Fire lighting kits (500 grams each)* Portable CD player and CDs (4 kilos.)* Short-wave radio (12 kilos)* Medical kit (2 kilos.)* Bottles of water (1.5 kilos each)* Packets of sugar, flour, rice, powdered milk,coffee, tea. (Each packet weighs 500 grams)* Cans of food (500 grams each)* Box of novels and magazines (3 kilos)* Axe (8 kilos) 52

50. 52. * Richards, Jack C. - Rodgers, Theodore S. (2001), Approaches and Methods inLanguage Teaching, Cambridge University Press.* Larsen-Freeman, Diane. (2000), Techniques and Principles in Language Teaching,Oxford University Press.* Harmer, Jeremy. (2007), The Practice of English Language Teaching, Ashford ColourPress* Ellis, Rod. The Methodology of Task-Based Teaching 53

51. 53. * Dickinson, Paul. Implementing Task-Based Language Teaching in aJapanese EFL Context* Priyana, Joko. Task-Based Language Instruction* Littlewood, William. The Task-Based Approach :Some Questions andSuggestions* Akbar, Ali - Farahani, Khomeijani. The Effects of Task- BasedTechniques, Gender, and Different Levels of Language Proficiency onSpeaking Development 54

52. 54. * Branden, Kriss Van den. Task Based Language Education From theory topractice* Rahman, M. Mojibur. Teaching Oral Communication Skills: A Task-BasedApproach* Sanchez, Aquilino. The Task-Based Approach in Language Teaching* Skehani, Peter. Task-Based Instruction* Skehan, Peter. A Framework for the Implementation of Task-BasedInstruction* Seyyedi, Keivan. Task-Based Instruction 55

53. 55. * Finch, Andrew. A Task-Based Approach: Online Resources for Teachers* Littlewood, William. Task-Based Learning of Grammar* Zhao, Huajing. How Far Do the Theories of Task-Based LearningSucceed in Combining Communicative and Form-Focused Approaches to L2Research* Dorathy, A. Anne. Second Language Acquisition through Task-BasedApproach - Role-play in English Language Teaching* Büyükkarcı, Kağan. A Critical Analysis Of Task-Based Learning 56

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English Teacher at GAZİANTEP - YAVUZELİ BAKIRCA SECONDARY SCHOOL Published on 1. BACKGROUND ...

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This text is accessible from within the UoC network, i.e. you have to use your VPN client to be able to download it.

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Print publication year:

Online publication date:

Summary

Introduction

For the past 20 years, task-based language teaching (TBLT) has attracted the attention of second language acquisition (SLA) researchers, curriculum developers, educationalists, teacher trainers and language teachers worldwide. To a great extent, the introduction of TBLT into the world of language education has been a 'top-down' process. The term was coined, and the concept developed, by SLA researchers and language educators, largely in reaction to empirical accounts of teacher-dominated, form-oriented second language classroom practice (Long & Norris, 2000). In their seminal writings, Long (1985) and Prabhu (1987), among others, supported an approach to language education in which students are given functional tasks that invite them to focus primarily on meaning exchange and to use language for real-world, non-linguistic purposes. Twenty years later, we have reached the stage where volumes that synthesize what we know about how TBLT can promote language learning are being published (Bygate et al., 2001; Ellis, 2003; Lee, 2000; Nunan, 2005).

However, much of the research concerning TBLT has been conducted under laboratory conditions or in tightly controlled settings. Furthermore, most of the research has been psycholinguistic in nature, inspired by a desire to elaborate our knowledge of how people acquire a second language. In SLA research, tasks have been widely used as vehicles to elicit language production, interaction, negotiation of meaning, processing of input and focus on form, all of which are believed to foster second language acquisition.

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Introduction: Task-based language teaching in a nutshell (Chapter 1) - Task-Based Language Education

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Print publication year: Online publication date: Introduction For the past 20 years, task-based language teaching (TBLT) has attracted the attention of second language acquisition (SLA) researchers, curriculum developers, educationalists, teacher trainers and language teachers worldwide. To a great extent, the introduction of TBLT into the world of language education has been a 'top-down' process.

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Academia.edu is a platform for academics to share research papers.

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Introduction and overview

In this chapter, the definition of task laid out in Chapter 1 is elaborated on, and the task framework introduced in Chapter 2 is looked at from a slightly different perspective. What I would like to do in this chapter is to explore the elements that make up a task. These are task goals, input data and learner procedures, and they are supported by teacher and learner roles and the settings in which tasks are undertaken.

Three early conceptualizations of task components are useful here. These are Shavelson and Stern (1981), Candlin (1987) and Wright (1987a).

Shavelson and Stern (1981) articulated their concept of task-based language teaching within the context of education in general, rather than TESOL in particular. Task designers, they suggest, should take into consideration the following elements:

Content: the subject matter to be taught.

Materials: the things that learners can observe/manipulate.

Activities: the things that learners and teachers will be doing during a lesson.

Goals: the teachers' general aims for the task (these are much more general and vague than objectives).

Students: their abilities, needs and interests are important.

Social community: the class as a whole and its sense of 'groupness'.

(Shavelson and Stern 1981: 478)

Candlin (1987), whose work was specifically referenced against language pedagogy, has a similar list. He suggests that tasks should contain input, roles, settings, actions, monitoring, outcomes and feedback. Input refers to the data presented for learners to work on. Roles specify the relationship between participants in a task.

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Task components (Chapter 3) - Task-Based Language Teaching

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Introduction and overview In this chapter, the definition of task laid out in Chapter 1 is elaborated on, and the task framework introduced in Chapter 2 is looked at from a slightly different perspective. What I would like to do in this chapter is to explore the elements that make up a task.

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Explained simply: How does ChatGPT actually work?

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SoekiaGPT ist ein Textgenerator speziell für den Unterricht. Mit SoekiaGPT kannst Du hinter die Kulissen schauen und damit einige Grundprinzipien von Textgeneratoren wie ChatGPT kennenlernen.

Textbasierte Sprachmodelle nutzen typischerweise eine riesige Dokumentenkollektion, z.B. Texte aus der Wikipedia, aus Büchern und Zeitschriften, aus News-Artikeln, aus Social Media Plattformen und vieles mehr. Die Dokumentenkollektion dient als Trainingsdaten und das Sprachmodell berechnet basierend aufgrund der mathematisch-statistischen Analyse zum Beispiel, welches Zeichen oder welches Wort in einem Text mit grosser Wahrscheinlichkeit als nächstes kommt und ergänzt so einen Text fortlaufend.

Vereinfachte Funktionsweise eines statistischen Sprachmodells

Hinweis: Textgeneratoren wie ChatGPT sind komplexe Informatiksysteme und Werkzeuge für den Einsatz im Alltag. SoekiaGPT ist eine Lernumgebung und nimmt deshalb eine ganze Reihe von didaktischen Vereinfachungen vor. Aus diesen Gründen eignet sich SoekiaGPT nicht als Werkzeug zur Textgenerierung im Alltag. Mit SoekiaGPT kannst du aber einzelne Schritte eines Sprachmodells selbst durchspielen und verschiedene Parameter einstellen.

SoekiaGPT basiert auf Ideen von Michael Hielscher und Werner Hartmann.
Entwicklung: Michael Hielscher (Pädagogische Hochschule Schwyz)
SoekiaGPT ist für moderne Webbrowser wie Chrome, FireFox, Safari und Edge konzipiert.

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SoekiaGPT - Das didaktische Sprachmodell

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SoekiaGPT ist ein Textgenerator speziell für den Unterricht. Mit SoekiaGPT kannst Du hinter die Kulissen schauen und damit einige Grundprinzipien von Textgeneratoren wie ChatGPT kennenlernen.

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Łukasz Białozor Jun 15, 2023 10 min read

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Hallucinations of ChatGPT-4 | Flying Bisons

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Although ChatGPT seems to have an answer for everything, some are not always true, making AI less reliable than we thought.

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Schabi: KI in der schulpraktischen Umsetzung

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Schabi: KI in der schulpraktischen Umsetzung

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Onlineportal zur digitalen Unterstützung des Unterrichts

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Schulministerium: Textgenerierende KI in der Schule

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Schulministerium: Textgenerierende KI in der Schule

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Textgenerierende KI wie ChatGPT kann Fragen beantworten, Texte erstellen und vieles mehr. Je nach Perspektive kann KI Chancen bieten oder neue Herausforderungen und sogar Gefahren bergen. Beide Perspektiven sind für die Schule in den Blick zu nehmen

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TaskCards ist eine Onlineplattform mit der Lehrer:innen Infos/Aufgaben für Schüler:innen DSGVO konform bereitstellen können.

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AI-powered visual workspace for team collaboration | Mural

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Boost team collaboration and innovation with Mural, the AI-powered visual workspace. Plan, strategize, and execute projects seamlessly on one intuitive tool.