Task based language learning method

definition

Task-based language learning (TBLL) is 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 real world tasks) rather than on accuracy of prescribed language forms. This makes TBLL especially popular for developing target language fluency and student confidence. As such TBLL can be considered a branch of communicative language teaching.

Background

TBLL was popularized by N. Prabu while working in  Bangalore, India. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include  Teresa P. Pica and Michael Long.

The components of a Task are:

1. Goals and objectives
2. Input
3. Activities
4. Teacher role
5. learner role
6. Settings

A task has four main characteristics

1. A task involves a primary focus on (pragmatic) meaning.
2. A task has some kind of ‘gap’ (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap).
3. The participants choose the linguistic resources needed to complete the task.
4. A task has a clearly defined, non-linguistic outcome.

In practice

Although there may be several effective frameworks for creating a task-based learning lesson, here is a basic outline:

Types of task According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.

Information-gap activity

Reasoning gap

Opinion gap

Reception

Advantages
Task-based learning is advantageous to the student because it is more student-centered, 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.

Disadvantages
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.