Application of Task-based Language Learning and Teaching

中图分类号:G424.21 文献标识码:A 文章编号:1003-8809(2010)-04-0067-02

Abstract: TBL is gaining popularity in China. This paper attempts to explore the experts’ theories and principles on TBL and its application in the writer’s teaching experience in order to benefit from the valuable suggestions.

Key words: Task-Based Learning, Principles, Module.

Task-Based Learning (TBL) is becoming a catchword in English teaching circles. The new national English Curricular Syllabus also recommends the use of the TBL approach in classroom teaching. Here, in the City Institute of Dalian University of Technology, we have already been trying the TBL approach in our continuous search for effective, practical and innovative teaching methods. This report is aimed at sharing our knowledge and experience with our counterparts who are also searching for ways to improve. It is our hope that by showing this “brick” we can harvest invaluable “jade.”

I TBL Theory and Principles

TBL has slowly emerged since the 1980’s to challenge the traditional itemized form-based methodology. What is this new TBL approach about? Skehan, one of the authorities on TBL, argues for a definition of a language task in which “a communication problem is to be solved which bears some relationship to real-world activities and that the task should mirror real-life situations and decision-making as far as possible.”

David Nunan, another eminent authority in TBL teaching who has taught English around the world for more than 30 years, maintains that “setting specific tasks for students so that they act as if they were using the language in real life this is part of the essence of task-based teaching.” According to Nunan, the traditional approach of breaking down the different parts of a foreign language and then teaching them separately step by step does not help students generate meaningful language, i.e. solve problems in the real world.

According to Nunan’s framework for TBL and teaching, the skills that enable students to communicate include language exercises, which are judged on linguistic grounds and practice some aspects of the target language, and communicative activities, which activate the target language and are just half way between language exercises and tasks. A good example of language exercises is vocabulary practicing and sentence structure patterns practicing. The kind of exercise in which students are supposed to walk around the classroom to do a survey about the classmates’ hobbies can be categorized as communicative activities. Enabling skills prepare students for pedagogical tasks, which include rehearsal tasks and activation tasks. In a rehearsal task, for example, students ask and answer questions about the kinds of movies they like, while in an activation task students work in groups to solve the problem. These tasks should be close to real world tasks and should enable students to solve practical problems in their real life. TBL does not deny that drills and practice are necessary and useful for situations outside the classrooms. According to Nunan, language is better achieved in an inductive way, i.e., teachers should let students observe and conclude what the language is like instead of giving students the rules and examples. In case students develop wrong rules, teachers are there to help and correct. Students best learn the rules from meaningful and practical contexts or tasks.

Nunan suggests the following 8 principles of TBL:

1. Scaffolding:Lessons and materials should provide support to the students.

2. Task Chains:Each exercise, activity and task should build upon the ones that have gone before.

3. Recycling: Recycling language maximizes opportunities for learning.

4. Organic Learning:Language ability “grows” gradually.

5. Active Learning:Learners learn best by actively using the language they are learning. They learn by doing.

6. Integration:The lesson should teach grammatical form and how the form is used for purposes of communication.

7. Reflection:Learners should be given opportunities to think about what they have learned and how well they are doing.

8. Copying to Creation:Learners should not only drill and practice what has been written for them, but also be given the opportunity to use their creativity and imagination and what they have learned to solve real world tasks.

Ⅱ Application and Module

The textbook that we use at the university have the following features:

1. Each unit has a carefully selected topic that is of interest to learners.

2. In each unit the teaching of four skills, i.e. listening, speaking, reading and writing, is well balanced and integrated.

3. There is careful linkage between tasks to ensure the smooth progression.

4. The reading texts cover a wide variety of formats and are genuinely relevant to students’ everyday life.

5. There is a systematic coverage of grammar items together with clear and concise explanations.

The following five stages describe how we employ TBL in English teaching.

Stage I READY TO GO

Each unit begins with a “warm-up” exercise to introduce topic language and basic

Ideas for the unit theme. In most units, Ready to Go develops students’ vocabulary and expressions with guided oral work.

Teachers begin each unit with related questions or activities, e.g. we ask students what their horoscope signs are when we introduce the unit about fortune telling. Students should not only finish the vocabulary exercises but they are also encouraged to brainstorm as many things related to the unit theme as possible and teachers may supply more if necessary. This step aims at building their vocabulary bank. After that, students usually work in pairs or groups to talk among themselves with the help of the vocabulary and the express, for example, one of the students tells the group about a movie and the rest of the group guesses the name of the movie with students working in pairs or groups to talk among themselves with the help of the vocabulary and the expressions provided. There is always spare time for presentations. Students are quite happy to talk because they do not feel frightened for lack of words or expressions. This stage is normally completed in one class period.

Stage II READING

In this stage students read 1 to 3 articles about the topic in the unit. This acquaints students with the vocabulary, expressions and ideas that they will encounter or use or talk about later on in other tasks. Students are usually asked to read the articles, and then teachers check the students’ understanding with comprehension and vocabulary exercises. For stronger classes, teachers raise some open-ended questions on relevant topics or issues for students to discuss in depth, e.g. if students read that nowadays people are more interested in sports than they used to be, teachers can ask students why this is so or if they agree. Students work in groups or pairs. Answers to this question cannot be found in the text, therefore students have to use their own imagination and knowledge. Of course words, collocations and other expressions are also taught at this stage since they are essential for the tasks that follow. Sentences using target language items are also underlined to raise students’ awareness of target language items at Stage III. Different reading skills like scanning, skimming and proofreading are also taught. This stage needs about 2 class periods.

Stage III GRAMMAR

Grammar teaching is widely considered necessary in ESL or EFL teaching, where grammar is taught alone. In the TBL method, grammar is taught in a context. Before teachers proceed to this step students are assigned to preview, to let them have the opportunity to observe the language rules and have a rough idea of how to use the language items. We then begin the grammar teaching by telling students the function of the grammar, so instead of telling them that we are going to learn, we may tell them that we are going to learn how to give advice. Students underline the target language sentences, then they are asked to read those sentences in class. Since they have already understood the sentences, teachers can ask students to translate them into Chinese to make sure they really catch them. And then teachers can begin to ask students questions based on the topic of the underlined sentences to make sure that the grammar teaching is highly contextualized instead of degenerating into a boring lecture. The topic sentences are put on the board. Then teachers skillfully solicit from students the rules that they notice by asking questions. Of course, at this stage, tables, comparison, underlining, diagrams and even sketches are always necessary to draw students’ attention to the rules of the target language. After the teaching of the grammar rules, there are some language exercises for students to do, which are followed by 2-3 communicative activities for students to practice the use and function of grammar. Make sure that these activities consolidate the grammar and its function. This takes 2 periods.

Stage IV REAL LIFE TASKS

There are 2-3 tasks for students to perform. These tasks can take the form of listening, pair work, group work, survey, etc. The listening tasks provide students with examples and expressions that help them better perform in the tasks that follow. All the tasks are based on the unit topic. The reading articles provide plenty of background information and expressions. Very often we need to remind students to refer back to the reading materials at Stage II for ideas or expressions. Students are often requested to give their opinions or ideas on different issues. They can discuss with each other to figure out solutions. The most important part at this stage is that students use what they have previously learned to find the real problems around them. This task usually goes beyond classrooms and their textbooks. For other topics, students may need to search relevant information on the Internet. This stage takes about 2 periods.

Stage V WRITING

This is the final stage and also the final product and written presentation of what is previously learned and discussed or surveyed. The tasks are usually based on students’ real life, for example they are asked to write a letter of complaint or design an ad for a product. In this stage, students are taught different forms of writing and skills of writing like planning, drafting, structuring, brainstorming, etc. Moreover, students are shown how to use other resources like the Internet and reference books and magazines and newspapers in the library. Students are encouraged to type and print out their own writings, adding proper design to make their final production attractive. In fact, though some students may consider it tiring, most regard it as a reward. Good writings, essays and findings are also read out in class as an encouragement. It is worth mentioning that all those go before this stage provide students with background information, examples and expressions or data. This final stage takes one period.

Ⅲ Conclusion

I have at least found the following facts in our students: First, students like the textbooks and the English lessons better and their involvement in class response and activities dramatically increases because they love the topics; Second, students’ communicative abilities and skills are improving; Third, students’ willingness to talk in English increases. One example is that they always have much to say when it comes to discussing their problems.

We have the following understanding when using TBL:

1) We need to remember that memorizing words and expressions is necessary; practice and drills are also considered necessary in learning a foreign language. TBL does not deny that.

2) Pair work or group discussion is less threatening, teachers must go around the classroom to encourage and be ready to help students to talk, but not as much to correct oral errors.

3) The different tasks or stages are closely related and we should not teach them in isolation from one another.

4) Do not completely stick to the textbooks. Let tasks or problems go beyond classrooms. Add something or change something to make the tasks or problems more practical and more interesting or challenging.

Like any other teaching approach, TBL is not perfect and it is not exclusive. Any approach alone does not solve all problems. Any approach alone does not meet all the requirements. I feel that we still have these problems concerning TBL:

1. With the current language knowledge-oriented exams and matriculations, can TBL really prevail in China? In other words, how should the evaluation system change to really test students’ ability to solve real world tasks or problems?

2. While it is easy to conduct TBL in university because university students are quite proficient in English, is TBL also suitable for beginners?

Lastly, we welcome any criticisms or suggestions and would like to discuss and share our perception and experience with other teachers.

Reference

[1] Nunan.D The Learner-centered Curriculum. Cambridge University Press 1988

[2] Nunan.D Designing Tasks for the Communicative Classroom Cambridge University Press 1989

[3] Skehan.P. A Cognitive Approach to Language Learning Oxford University Press 1989

[4] Zhao Tao. Teaching & Learning of English as a Foreign Language. Guizhou People’s Press. 2001