November 6: Task Based Language Teaching (Ellis and Shintani)

Instructed Second Language Learning, Reviewing Words

Word list

Reading notes

Introduction

• Developed as an alternative to traditional methods
• Criticisms: Theoretical support but no practical support, task is an inadequate construct (it does not always lead to interaction), might not work in social contexts in which language is seen as an ‘object’
• Outline: (1) design of tasks and task-based courses (2) implementation of tasks and courses.

Task-based Language Teaching

Goal: To develop learner’s communicative competence by engaging them in meaning focused communication through the performance of tasks. It is not only concerned with developing fluency but also linguistic competence and interactional competence.

Defining task

1. Primary focus is on meaning.
2. Some kind of gap.
3. Learners should rely on their own resources.
4. There is a clear defined outcome other than the use of language.

primary focus on meaning: semantic and pragmatic; Semantic refers to lexical or grammatical meaning while pragmatic refers to functional. In TBLT, using language meaningfully = using language pragmatically

difference between task and exercise: one has functional language use and the other is exclusively semantic

Authenticity: Tasks aim to create communicative contexts but not necessarily real situations

Task types

Willis & Willis

• listing
• ordering
• comparing
• problem-solving
• sharing personal experiences
• creative tasks

Prahbu

Three types: Information/opinion/reasoning gap (Derive new information by inferring it from the information given)

Other classifications

• Focused vs. unfocused tasks
• Input-based versus output-based
  • Input-based should meet the four criteria
    • input-based = linguistic and non-linguistic resources

The Task Based Syllabus

1. What content to teach and what order to teach it in
2. How to teach the content

Levelt’s Speaking Model