Task-based Instruction

CHAPTER I

INTRODUCTION

Task-based instruction (TBI) is frequently promoted as an effective teaching approach, superior to ‘traditional’ methods, and soundly based in theory and research. The approach is often justified by the claim that linguistic regularities are acquired through ‘noticing’ during communicative activity, and should therefore be addressed primarily by incidental ‘focus on form’ during task performance. However, this claim is based on unproved hypotheses, and there is no compelling empirical evidence for the validity of the model. Many advocates of TBI reject proactive syllabus design on doctrinaire grounds, while commonly misrepresenting ‘traditional’ classroom practice. While TBI may successfully develop learners’ command of what is known, it is considerably less effective for the systematic teaching of new language. This is especially so where time is limited and out-of-class exposure unavailable, thus making heavily task-based programmes inappropriate for most of the world's language learners. The polarization of meaning-based and form-based instruction is unconstructive, and reflects a recurrent pattern of damaging ideological swings in language teaching theory and practice.

This paper examines a number of claims that are commonly made for, or in connection with, task-based instruction in foreign-language learning. I am using the term ‘task-based instruction’ (‘TBI’) in a strictly circumscribed sense, following. That is to say, I am concerned solely with an instructional approach that makes meaning-centred tasks the ‘central planning tool of the syllabus’ or ‘the basis for an entire language curriculum’, while rejecting alternative or complementary approaches to syllabus design. It is no part of my purpose to cast doubt on the pedagogic utility of tasks communicative or otherwise as such. Nor do I wish to question the value of the large body of task-directed research both inside and outside the TBI framework which has contributed substantially to our repertoire of pedagogic resources and to our understanding of second language acquisition.

A.    Definition of Topics

Ø  Based on Oxford dictionary, task (noun) is an activity which is designed to help achieve a particular learning goal, especially in language teaching.

Ø  Based on Oxford dictionary, based (adjective) is containing something as an important part or feature.

Ø  Based on Oxford dictionary, instruction (noun) is detailed information on how to do or use something.

It can be assumed that “Task Based Instruction” focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

Based on Encarta, task is a piece of work or an assignment especially one that is important or difficult. Instruction is a spoken or written statement of what must be done especially delivered formally, with a official authority, or as an order.

B.     Problems Formulation

1.      Task based instruction

2.      General principle and characteristic of Task based instruction

3.      Component of Task based instruction

4.      Roles of Task based instruction

5.      Six types of task

6.      Advantages and Disadvantages of Task based instruction

CHAPTER II

DISCUSSION

1.      Task Based Instruction

While there is a good deal of variation among experts on how to describe or define task, Peter Skehan’s (1998a: 95) concept of task seem to chapter the essentials. He defines task as an activity in which

Ø  Meaning is primary

Ø  There is some communication problem to solve

Ø  There is some sort of relationship to comparable real-world activities

Ø  Task completion has some priority, and

Ø  The assessment of the task is in term of outcome.

A task is really a special form of technique. In some cases, task and technique may be synonymous (a problem-solving task/technique; a role play task/technique, for example). But in other cases a task may be comprised of several techniques (for example, a problem-solving task that includes, let’s say, grammatical explanation, teacher-initiated questions, and a specific turn-taking procedure). Tasks are usually “bigger” in their ultimate ends than techniques.

Task based instruction is not a new method. Rather, it puts task at the center of one’s methodological focus. It views the learning process as a set of communicative tasks that are directly linked to the curricular goals they serve, the purposes of which extend beyond the practice of language for its own sake. Research on task based learning (see Skehan 1998a, 1998b, Skehan & Foster 1997, 1999; Williams & Burden 1997; Willis 1996, among others) has attempted to identify types of tasks that enhance learning (such as open-ended, structured, teacher-fronted, small group, and pair work), to define task-specific learner factors (for example, roles, proficiency levels, and styles), and to examine teacher roles and other variables that contribute to successful achievement of objectives.

2.      GENERAL PRINCIPLES AND CHARACTERISTICS OF TASK-BASED INSTRUCTION

Ø  Task based instruction is based on the use of tasks as the core unit of planning and instruction in language teaching.

Ø  Task that involve real communication are essential for language learning.

Ø  Learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks.

Ø  The focus is on process rather than product.

Ø  Language that is meaningful to the learner supports the learning process.

Ø  Activities and tasks of a task based syllabus are sequenced according to difficulty.

Ø  The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available (Richards and Rodgers 2001).

Ø  Errors are not necessarily the result of bad learning, but are part of the natural process of interlanguage forms gradually moving towards target forms (Ellis 1994).

3.      COMPONENTS OF THE TASK-BASED INSTRUCTION FRAMEWORK

This section will illustrate the basic procedures of the three phases in task-based instruction:

Pre-task	Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare.
Task Cycle	Task: Students do the task, in pairs or small groups. Teacher monitors from a distance.   Planning: Students prepare to report to the whole class ( orally or in writing) 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.
Language Focus	Analysis: Students examine and discuss specific features of the text or transcript of the recording. Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis (Willis 1996: 38).

4.      ROLE OF TASK BASED INSTRUCTION

1.      Teacher roles:

a.       Selector and sequencer of tasks: A central role of the teacher is in selecting, adapting, and/or creating themselves and then forming these in keeping with learner needs, interests, and language skill level.

b.      Preparing learners for tasks: Some sort of pretask preparation or cuing is important for learners. Such activities might include topic introduction, clarifying task instructions, helping students learn or recall useful words and phrases to facilitate task accomplishment, and providing partial demonstration of task procedure.

c.       Consciousness-raising: The teacher employs a variety of form-focusing techniques, including attention-focusing pretask activities, text exploration, guided exposure to parallel tasks, and use of highlighted material.

2.      Learner Roles:

a.        Group Participant: Many tasks will be done in pairs or small groups. For students more accustomed to whole-class and/or individual work, this may require some adaptation.

b.      Monitor: In TBI, tasks are employed as a means of facilitating learning. Class activities have to be designed so that students have the opportunity to notice how language is used in communication. Learners themselves need to “attend” not only to the message in task work, but also to the form in which such messages typically come packed.

c.       Risk-taker and innovator: Many tasks will require learners to create and interpret messages for which they lack full linguistic resources and prior experience. In fact, this is said to be the point of such tasks. The skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners may need to be developed (Richards and Rodgers 2001).

5.      SIX TYPES OF TASK

The classification will help to generate a variety of tasks on whatever topic is selected. Simple tasks may consist of one type only, such as listing; more complex tasks may incorporate two or more types, such as, listing then comparing lists. Problem solving may include listing, comparing and ranking. Six types of task, which will be outlined, are also classified as “closed” and “open” tasks. “Closed” tasks are ones that are highly structured and have very specific goals, for example, Work in pairs to find seven differences between these two pictures. The information is restricted. There is only one possible outcome. Most comparing tasks are like this. “Open” tasks are ones that are more loosely structured with a less specific goal, for example, comparing memories of childhood journeys, or exchanging anecdotes on a theme. Open tasks are considered more creative. Other types of tasks come midway between “closed” and “open” (Please see appendices for examples of task types). Six types of task are: 

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

6.      ADVANTAGES AND DISADVANTAGES OF TASK BASED INSTRUCTION

Advantages

Ø  The students are free of language control.

Ø  A natural context is developed from the students’ experience

Ø  The language arises from their needs.

Ø  The students will have much more exposure to language

Ø  Students spend a lot of time communicating.

Disadvantages

Ø  The weaknesses of task-based learning lie not so much in the potential effectiveness of this type of instructional content but in problems of implementing the instruction.

Ø  Task-based learning requires a high level of creativity and initiative on the part of the teacher. If the teachers are limited to more traditional roles or do not have time and resources to implement task-based teaching; this type of teaching may be impossible.

Ø  Requires resources beyond the textbooks and related materials usually found in language classrooms.

Ø  Task-based instruction is not teacher-centered; instead, 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.

Ø  Some learners revert to mother tongue when things get difficult or if the group feels impatient.

Ø  There is a risk for learners to achieve fluency at the expense of accuracy.

Ø  There is naturally more concern for use of lexis and lexical chunks than for grammar and grammatical accuracy.

Ø  Evaluation of task-based learning can be difficult.

CHAPTER III

CONCLUSION

Task-based instruction (TBI) is frequently promoted as an effective teaching approach, superior to ‘traditional’ methods, and soundly based in theory and research. The approach is often justified by the claim that linguistic regularities are acquired through ‘noticing’ during communicative activity, and should therefore be addressed primarily by incidental ‘focus on form’ during task performance.

Task Based Instruction focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.