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    Task-Based Language Teaching
    Task-Based Language Teaching
    Task-Based Language Teaching
    Ebook67 pages44 minutes

    Task-Based Language Teaching

    By Farahnaz Faez and Parvaneh Tavakoli

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    About this ebook

    Why are so many teachers around the world moving toward adopting task-based language teaching? This teacher-friendly guide to understanding and implementing task-based language teaching (TBLT) provides a brief and clear introduction to the key elements of TBLT and highlights practical guidelines for teachers. Read about the essential pedagogical implications presented in the latest research. Discover the rationale for using TBLT, its key principles, and different approaches. Learn the structure of a task-based curriculum, how to evaluate tasks, and how to set assessment goals. Finally, reflect on the strengths and challenges of implementing TBLT and see if it could work for your classroom!
    LanguageEnglish
    PublisherTESOL Press
    Release dateNov 22, 2018
    ISBN9781945351341
    Task-Based Language Teaching

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      Book preview

      Task-Based Language Teaching - Farahnaz Faez

      Farrell

      Preface

      Task-based language teaching (TBLT) is gaining popularity among teachers worldwide because it is an effective way to teach a language by engaging learners in authentic and communicative tasks that involve real use of language. TBLT is also suitable for teachers working in various contexts and with learners of different proficiency levels. Teachers have often reported that using tasks in the classroom motivates learners and encourages interaction.

      The purpose of this book is to provide a teacher-friendly guide to understanding and implementing TBLT. We discuss the underlying principles of TBLT and highlight how tasks can help promote teaching and learning in language classrooms. Because TBLT has been conceptualized in the field in several ways, we explain the different dimensions and perspectives rather than emphasizing one position over the other. We also summarize the essential pedagogical implications presented in the research.

      Chapter 1 provides a rationale for using TBLT, presents its history, and discusses TBLT and its principles. Chapter 2 defines what a task is, discusses task features and types, and outlines the different approaches to TBLT. Chapter 3 summarizes key features of a task-based curriculum and syllabus, presents task cycles, discusses teachers’ and students’ roles in TBLT, and outlines task-based language assessment goals. Chapter 4 helps teachers evaluate tasks from a practical perspective and highlights key factors to consider. Chapter 5 overviews some of the important practical implications of research in TBLT for language teaching. Finally, Chapter 6 concludes by presenting the strengths and challenges of implementing TBLT.

      CHAPTER 1

      Why TBLT?

      TBLT (sometimes called task-based instruction, or TBI) has received a lot of attention from researchers and educators in the last few decades, and its implementation has been an important educational policy initiative around the world. Several countries, such as China, Japan, Hong Kong, Taiwan, New Zealand, Vietnam, and Canada, have introduced TBLT, formally or informally, as a language teaching method to help improve language learning outcomes.

      The Common European Framework of Reference (CEFR), introduced in Europe, describes what learners can do using the language they are learning at different stages of their language learning process. The CEFR has been translated into 37 languages to date and has been influential beyond its original context of Europe. The CEFR uses can do statements to describe language use across five language skills: listening, reading, spoken interaction, spoken production, and writing. Even though the CEFR does not advocate any particular teaching method, its principles and action-oriented approach lend themselves to a task-based language teaching approach (Little, 2006). The influential nature of TBLT is further demonstrated through the findings of a large-scale study that examined teacher reactions to CEFR’s task-based approach in French as a second language classrooms in Canada (Faez, Taylor, Majhanovich, Brown, & Smith, 2011), revealing teachers’ positive attitudes toward using such activities. As a result of implementing task-based activities, teachers’ estimates of their students’ abilities to use the target language increased.

      The popularity of TBLT stems from the belief that it is an effective way to engage learners in language learning by providing them with opportunities for authentic use of language in the classroom. Indeed, tasks can provide frameworks that support many of the key elements understood to enhance language acquisition and facilitate effective instruction: negotiation of meaning, output hypothesis, and learner autonomy (Shehadeh & Coombe, 2010).

      Negotiation of meaning: Although Long (1985) emphasizes the importance of language input that is understood by the learner, he notes that exposure to the language is not sufficient. Equally important are opportunities to interact and negotiate meaning, which draw learners’ attention to properties of the language that are essential for language learning. TBLT provides opportunities for comprehensible input and negotiation of meaning.

      Output hypothesis: Swain (1995, 2000) emphasizes that learner output of the target language plays a significant role in the language

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