This document discusses task-based language teaching. It describes three dimensions of language teaching: goal, content, and methodology. It then summarizes different language teaching methods (e.g. grammar translation, audiolingualism) according to these dimensions. A key part of task-based teaching is that it uses tasks (goal-oriented communicative activities) as the core unit of planning and instruction. The document outlines different types of tasks and provides examples. It also describes the pre-task, main task, and post-task phases of a task-based lesson.

1. Task-Based Language Teaching
Younes EL YOUSFI
Teacher trainer

2. Three Dimensions of Language
Teaching
Goal (i.e. ‘why’ the language is being taught)
Content (i.e. ‘what’ is taught)
- Type A syllabuses
- Type B syllabuses
Methodology (i.e. ‘how’ it is taught)
- accuracy
- fluency

3. Grammar Translation
Goal Content Methodology
Ability to read
literature in
the L2
Type A (list of
grammar
rules and
words to be
taught)
Accuracy (i.e.
accurate
translation of
L2 into L1)

4. Audiolingualism
Goal Content Methodology
Ability to
communicate
Type A (list of
linguistic
items to be
taught)
Accuracy
(I.e. focus on
target-like
use of the
L2)

5. Notional/Functional Teaching
Goal Content Methodology
Ability to
communicate
Type A (i.e. a
list of notions
and functions
Accuracy (i.e.
focus on
target-like
use of the
L2)

6. Task-Based Teaching
Goal Content Methodology
Ability to
communicate
Type B (i.e. a
series of
message-
focused
tasks)
Fluency (i.e.
focus on
message
conveyance)

7. Rationale for Using Tasks
1. Developing implicit knowledge – learners
can only develop implicit knowledge of a
second language incidentally as a result of
the effort to communicate.
2. Automatization – learners can only gain in
fluency by attempting to use the L2 in real
operating conditions.

8. Defining a ‘Task’
1. A task is a goal directed.
2. A task involves a primary focus on
meaning.
3. The participants choose the linguistic
resources needed to complete the
task.
4. A task has a clearly defined outcome.

9. Types of Task
1. Unfocussed tasks
a. Pedagogic
b. Real world
2. Focussed tasks

10. An Example of a Pedagogic
Task
1. Four students – each has one picture and
describes it to the rest of the class.
2. Students from the rest of the class ask the
four students questions about their pictures.
3. One student from the class tries to tell the
story.
4. If necessary Steps 2 and 3 are repeated.

11. Some Typical Pedagogic
Tasks
1. Information-gap tasks (e.g. Same or
Different)
2. Opinion-gap tasks (e.g. Balloon debates)
3. Reasoning-gap tasks
4. Personal tasks
5. Role-play tasks
Note: Tasks can be dialogic or monologic; they
can be performed orally or in writing.

12. A Real-World Task
Look at the e-mail message below. Listen to Mr.
Pointer’s instructions on the tape. Make notes if you
want to. Then write a suitable reply to Lesieur.
Dear Mr. Pointer
Please send flight number, date and time of arrival
and I will arrange for someone to meet you at the
airport.
Lesieur.

13. A Focussed Task
Can you spot the differences?
B
A

14. A Focussed Task
Can you spot the difference?
A
B

15. A Framework for Describing
Tasks
1. Goal
2. Input
3. Conditions
4. Predicted outcomes:
a. Process
b. Product

16. Two Approaches to Using
Tasks
1. Use tasks to support a Type A approach.
- task-supported teaching (Type A)
- weak form of communicative language
teaching
2. Use tasks as the basis for teaching
- task-based teaching (Type B)
- strong form of communicative teaching

17. Designing a Task-Based
Curriculum
1. Select task types according to general
level.
2. Determine the themes/topics of the
tasks
3. Grade tasks in terms of task difficulty
4. Specify language/skills/ text types
required to perform the task.

18. The Methodology of Task-Based
Teaching
Three phases in a task-based lesson:
1. Pre-task phase
2. Main task phase
3. Post-task phase

19. The Pre-Task Phase
Some options:
1. Allow the students time to plan.
2. Provide a model
3. Do a similar task
4. Pre-teach key linguistic items

20. The Main Task Phase
Some options:
1. Whole-class vs. small group work
2. Set a time for completing the task.
3. Vary the number of participants.
4. Introduce a surprise element.
5. Tell students they will have to present
a report to the whole class.

21. The Post-Task Phase
Some options:
1. Students give a report.
2. Repeat task (e.g. students switch
groups)
3. Consciousness-raising activities.

22. Focussing on Form
Opportunities to focus on form arise in
task-based teaching:
Definition:
Focus on form … overtly draws
students’ attention to linguistic
elements as they arise incidentally in
lessons whose overrriding focus is
on meaning or communication.
(Long 1991)
cf. Focus on forms

23. Three Types of Focus on
Form
1. Reactive focus on form (error
correction)
2. Teacher-initiated focus on form
3. Student-initiated focus on form

24. Reactive Focus on Form: An
Example
T: What were you doing?
S: I was in pub
(2)
S: I was in pub
T: In the pub?
S: Yeh and I was drinking beer with my
friend.

25. Dual Focus
Learner 1: And what did you do last weekend?
Learner 2: … I tried to find a pub where you
don’t see – where you don’t see many
tourists. And I find one
Teacher: Found.
Learner 2: I found one where I spoke with two
English women and we spoke about life in
Canterbury or things and after I came back
Teacher: Afterwards …

26. Problems and Solutions
Problem Solution
1. Students lack
proficiency to
communicate in the
L2
Devise activities that
develop ability to
communicate
gradually.
2. Students
unwilling to speak
English in class.
Use small group
work; allow planning
time; learner training
3. Students develop
pidginized language
system
Select tasks that
demand fully
grammaticalized
language

27. Problems with the Educational System
and Solutions
Problems Solutions
1. Emphasis on
‘knowledge’ learning
Review philosophy
of education.
2. Examination
system
Develop new more
communicative
exams
3. Large classes Use small group
work; develop tasks
suited to large
classes.

28. Conclusions
1. Task-based teaching offers the opportunity
for ‘natural’ learning inside the classroom.
2. It emphasizes meaning over form but can
also cater for learning form.
3. It is intrinsically motivating.
4. It is compatible with a learner-centred
educational philosophy.
5. It can be used alongside a more traditional
approach.