Task-based learning is a language teaching method where students complete communicative tasks using the target language. It focuses on meaningful language use rather than rote learning of grammar rules. A task has three stages: pre-task introduction, task completion in groups or pairs, and post-task reporting. This allows students to experiment, focus on communication over accuracy, and then improve their language for reporting. The method is effective at intermediate levels as it motivates students and provides opportunities for negotiated interaction, language recycling, and a focus on form.

1. What is a task?
What is a task?
A task is an activity "where the target
language is used by the learner for a
communicative purpose (goal) in order to
achieve an outcome.“
Jane Willis
Examples include compiling a list of reasons, features, or things
that need doing under particular circumstances; comparing two
pictures and/or texts to find the differences; and solving a problem
or designing a brochure.

2. Why Task-Based Learning?
Why Task-Based Learning?
Task-based learning is a language learning
method popularised by N. Prabhu while working
in Bangalore, India. Prabhu figured out that his
students could learn language just as easily with
a non-linguistic problems as when they are
concentrating on linguistic questions. Task-based
learning is used widely for language
learning.
Jane Willis broke it into three sections. The pre-task,
the task cycle, and the language focus.

3. Example of Type of Tasks.
For example, taking the topic "cats," a listing task
might be: List three reasons why people think
cats make good pets. A comparing task might be
to compare cats and dogs as pets. A problem-solving
task could be to think of three low budget
solutions to the problem of looking after a cat
when the family is absent. An experience
sharing or anecdote telling task could involve
sharing stories about cats.

4. Type of Facts - Listing
1. Listing:
Brainstorming
Fact-finding
Outcome:
Completed list or draft mind map.

5. Type of Facts – Ordering and
Sorting
2. Ordering and Sorting
Sequencing
Ranking
Categorising
Classifying
Outcome:
Set of information ordered and sorted according to
specified criteria.

6. Type of Facts - Comparing
3. Comparing
 Matching
 Finding similarities
 Finding differences
Outcome:
Could be items appropriately matched or
assembled, or the identification of similarities
and/or differences.

7. Type of Tasks – Problem Solving
4. Problem Solving
Analysing real-life situations
Analysing hypothetical situations
Reasoning
Decision Making
Outcome:
Solutions to the problem, which can then be
evaluated.

8. Type of Tasks – Sharing personal
experiences
5. Sharing Personal Experiences
Narrating
Describing
Exploring and Explaining
attitudes, opinions and reactions.
Outcome: Largely social

9. Type of Tasks – Creative Tasks
6. Creative Tasks
Brain-storming
Fact-finding
Ordering and sorting
Comparing
Problem solving and many others
Outcome:
Each product which can be appreciated by a wider
audience.

10. Pre-task
The pre-task consists of an introduction to
the topic and to the task. For example; the
topic is ordering food. As the teacher
writes down some possible answers, she
underlines the key words like
cheeseburger and fries. They now may
see a video of some people at a restaurant
ordering food.

11. Task Cycle
TASK
Students do the task, in pairs or small
groups. Teacher monitors from a distance,
encouraging all attempts at
communication, not correcting. Since this
situation has a "private" feel, students feel
free to experiment. Mistakes don't matter.

12. Task Cycle 2
PLANNING
Students prepare to report to the whole
class (orally or in writing) how they did the
task, what they decided or discovered.
Since the report stage is public, students
will naturally want to be accurate, so the
teacher stands by to give language advice.

13. Task Cycle 3
REPORT
Some groups present their reports to the
class, or exchange written reports, and
compare results. Teacher acts as a
chairperson, and then comments on the
content of the reports.

14. Task Cycle - Example
For example; the students get into groups
and pretend order or role-play with each
other as the teacher monitors (the task).
The students then plan on what they will
tell the rest of the class about what they
just did (the plan). Finally, they tell the
report to the class about what they did (the
report).

15. Language Focus 1
ANALYSIS
Students examine and then discuss
specific features of the text or transcript of
the recording. They can enter new words,
phrases and patterns in vocabulary books.
PRACTICE
Teacher conducts practice of new words,
phrases, and patterns occurring in the
data, either during or after the Analysis

16. Language Focus 2
PRACTICE
Teacher conducts practice of new words,
phrases, and patterns occurring in the
data, either during or after the Analysis

17. Conditions for Learning 1
Learners get exposure at the pre-task
stage, and a chance to recall things they
know.
The task cycle gives them speaking and
writing exposure with opportunities for
students to learn from each other.

18. Conditions for Learning 2
The task cycle also gives students
opportunities to use whatever language
they have, both in private (where
mistakes, hesitations, and approximate
renderings do not matter so long as the
meaning is clear) and in public (where
there is a built-in desire to strive for
accuracy of form and meaning, so as not
to lose face).

19. Conditions for learning - 3
Motivation (short term) is provided mainly
by the need to achieve the objectives of the task
and to report back on it. Success in doing this
can increase longer term motivation. Motivation
to listen to fluent speakers doing the task is
strong too, because in attempting the task,
learners will notice gaps in their own language,
and will listen carefully to hear how fluent
speakers express themselves.

20. Conditions for Learning 4
A focus on form is beneficial in two
phases in the framework. The planning stage
between the private task and the public report
promotes close attention to language form. In
the final component, language analysis activities
also provide a focus on form through
consciousness-raising processes. Learners
notice and reflect on language features, recycle
the task language, go back over the text or
recording and investigate new items, and
practise pronouncing useful phrases.

21. Assessing the risks
So what risks are there for the teacher? The
pre-task stage is normally teacher-led: little risk
of chaos here. Although learners are free to
interact in pairs and groups in the task cycle,
there is a firm agenda for them to follow, such as
the achievement of the task goal.
A (shortish) time limit for each phase helps, too.
The pressure from the prospect of reporting in
public ensures learner engagement at the
interim planning stage. At the beginning and end
of each phase, the teacher assumes full control.

22. Assessing the risks 2
The language focus component does need careful
preparation: Whatever analysis activity is set needs to be
done by the teacher beforehand to iron out problems.
More examples can then be found in dictionaries or
grammar books.
Sometimes teachers worry that they may not know the
answers to incidental language queries that learners
have--there are always some! But learners can be
encouraged to explore these further on their own, or in
pairs, or together with the teacher, with the help of
dictionaries, computer databases, or concordance lines,
and then report on them in the next lesson.

23. Does it work?
Task-based learning can be very effective at
Intermediate levels and beyond, but many
teachers question its usefulness at lower levels.
The methodology requires a change in the
traditional teacher's role. The teacher does not
introduce and 'present' language or interfere
('help') during the task cycle.
The teacher is an observer during the task
phase and becomes a language informant only
during the 'language focus' stage.

24. Opportunities
Task-based language instruction has proven to
be highly effective, but surprisingly underutilized.
Theory can only go so far and hands-on
experience can greatly speed and enhance the
learning of a second language. Nineteen
talented instructors who have successfully
implemented task-based programs explain the
principles behind the programs, discuss how
problems were resolved, and share details on
class activities and program design.