Task-Based Instruction (TBI)

Presented as a requirement of TF 503

Teaching and Learning Strategies and Classroom Management

Department of Western Languages
Faculty of Humanities Srinakharinwirot University

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6 Comparing TBI and 3Ps
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Task-Based Instruction (TBI) 2

Introduction
Task-based learning is an alternative
approach to communicate language
teaching because a task involves a
primary focus on meaning, real-world
processes of language use and any of
the four language skills.


Defining “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”

(Willis, 1996)


Defining “Task”
“A piece of classroom work that involve learners
in comprehending, manipulating, producing, or
interacting in target language while attention is
focus on meaning rather than form. The task
should also have a sense of completeness, being
able to stand alone as a communicative act in its
own right with a beginning, a middle and an end.”

(Nunan, 2004)


Defining “Task”
“Tasks are activities that call for primarily
meaning-focused language use.

In contrast, exercises are activities that call
for primarily form-focused language use.

(Ellis, 2003)


The core task elements have six components.
1 • Goals
2 • Input
3 • Procedures
4 • Teacher role
5 • Student role
6 • Settings

1
Goals
Goal type Example
establish and maintain interpersonal relations and
Communicative through this to exchange information, ideas,
opinions, attitudes and feelings and to get things
done
have some understanding of the everyday life
Sociocultural patterns of their contemporary age group in the
target language speech community; this will cover
their life at home, at school and at leisure
to negotiate and plan their work over a certain time
Learning-how-to- span, and learn how to set themselves realistic
learn objectives and how to devise the means to attain
them
to have some understanding of the systematic nature
Language and of language and the way it works
cultural awareness
(Clark, 1987, cited in Nunan, 2004)

2
Input
articles from newspapers, magazines and journals

radio and television scripts and documentaries

comic books for entertainment
publicity brochures and posters

short stories, poems and plays
shopping lists
business cards

postcards
picture stories
street map

(Hover, 986, and Morris & Stewart-Dore,1984, cited in Nunan, 2004)

3
Procedures

Procedures specify what learners actually do with the
input. According criteria for the task, teachers
consider the authority of learning procedures and
input. Another point of criteria for task selection
involves activation rather than a rehearsal rationale.
Moreover, analyzing procedures should be based on
the focus or skills required to achieve the goal.

(Nunan, 2004)


4
Teacher role
5
Student role
Approach Roles
Oral Situational learner listens to teacher and repeats; no
control over content or methods
Audiolingual learner has little control; reacts to
teacher direction; passive, reactive role
Communicative learner has an active, negotiative role;
should contribute as well as receive
Total Physical learner is a listener and performer; little
Response influence over content and none over
methodology

4
Teacher role
5
Student role (cont.)

Approach Roles
The Silent Way learners learn through systematic analysis; must
become independent and autonomous
Community learners are members of a social group or
community; move from dependence to
Language Learning autonomy as learning progresses
The Natural learners play an active role and have a relatively
high degree of control over content language
Approach production
Suggestopedia learners are passive, have little control
over content or methods
(Richards & Rodgers,1986, cited in Nunan, 2004)

6
Setting

(Wright, 1987, cited in Nunan, 2004)

Task Types
Six
Task Types Willis

Pattison Seven
Task Task Types
Types

Six
Task Types Jost


Six Task Types by Willis
Listing

Ordering & Sorting

Comparing

Problem solving

Sharing personal experiences

Projects and creative tasks


Six Task Types by Jost
Type of Task Examples Details
Brainstorming, fact A party list, memory challenge,
Listing finding qualities for a job
Ordering and Sequencing, ranking Jigsaw activities, best way to
sorting do something

Finding similarities, Listening to TV programs,
Comparing finding differences spotting differences between
pictures
Giving advice, Responding to an advice
Problem solving planning column, planning a dinner
Finding something Learning about the
Discovery new Pyramids
Debating how to How best to save the earth
Debating protect something


Seven Task Types by Pattison
Questions and answers

Dialogues and role plays

Matching activities

Communication strategies

Pictures and picture stories

Puzzles and problems

Discussions and decisions


Examples for Task Types

Listing & Discussion (Nunan, 2000, cited in Nunan, 2004)


Examples for Task Types (cont.)

Ordering (Nunan, 2004)



Ordering (Harmer, 1998)



Matching activity (Nunan, 2001, cited in Nunan, 2004)



Student 1 looks at the picture on
this page, and Student 2 looks at
the picture on page 96. Ask and
answer questions to find the
differences between the pictures.
Use the questions in the box.

Comparing
(Nunan, 2003, cited in Nunan, 2004)



Communicative activity (Nunan, 1995, cited in Nunan, 2004)



Puzzle


Role Play (Richards et al., 1997, cited in Nunan, 2004)


The Framework of TBI
PRE-TASK
Introduction to topic and task

TASK CYCLE
Task, Planning, Report

LANGUAGE FOCUS
Analysis, Practice

1 Pre-task
The teacher
- introduces and defines the topic
- uses activities to help students recall/
learn useful words and phrases
- ensure students understand task instructions
- may play a recording of others doing the same
or a similar task

The students
- note down useful words and phrases from the pre-task
activities and/ or the recording
- may spend a few minutes preparing for the task individually

2 Task cycle
Task Planning Report

Students do the Students prepare Some groups
task, in pairs or to report to the present their
small groups. whole class (orally reports to the
Teacher monitors or in writing) how class, or
from a distance. they did the exchange written
task, what they reports, and
decided or compare results.
discovered.


3 Language Focus .

Analysis Practice
Students examine and Teacher conducts
discuss specific features practice of new words,
of the text or transcript phrases and pattern
of the recording occurring in the data,
either during or after the
analysis.


Comparing TBI and 3Ps

TBI Task-Based Instruction

Versus

PPP Presentation-Practice-
Production


TBI TBI
Pre-task
Exposure Introduction to topic and task Instruction
Task cycle
Exposure Task Use (spontaneous)
Exposure Planning Instruction (as needed)
Exposure (planned) Report Use (planned)
Exposure Students hear task recording or read text
Language focus Instruction
Exposure Analysis and practice: Use (restricted)
Exposure Review and repeat task Use (spontaneous)

PPP PPP
Presentation
Exposure (restricted) of single ‘new’ item Instruction
Practice
Exposure (restricted) of new item: Instruction
Use (restricted)
drills, exercises, dialogue practice
Production
Exposure Activity, role play or task to Use (free or partly
encourage ‘free’ use of language restricted)

Advantages
1. TBL is applicable and suitable for students of all ages and
background.
2. Students will have a much more varied exposure to language
with TBL.
3. Students are free to use whatever vocabulary and grammar
they know, rather than just the task language of the lesson.
4. Allows meaningful communication.
5. Students will be exposed to a whole range of lexical phrases,
collocations and patterns as well as language forms.
6. Encourages students to be more ambitious in the language.


Disadvantages
1. TBI requires a high level of creativity and initiative on
the part of the task.
2. TBI requires resources beyond the textbooks and
related materials usually found in language
classrooms.
3. TBI is not teacher-centered and it requires individual
and group responsibility and commit mention the
part of students.
4. There is a risk for learners to achieve fluency at the
expense of accuracy.

Conclusion
1. Task-based teaching offers the opportunity for
‘natural’ learning inside the classroom.
2. It encourages child-centered learning.
3. It helps learners develop individual
differences and support learning autonomy.
4. It helps learners use language in a
communicative process through authentic
experience while engaging the target
language.

References
Ellis, R. (2003). Task-based language learning and teaching.
Oxford: Oxford University Press.
Harmer, J. (1998). How to teach English: An introduction to the
practice of English teaching. Essex : Addison Wesley
Longman Limited.
Nunan, D. (2004). Task-based language teaching.
Cambridge: Cambridge University Press.
Jost, N. (2003). Issues in Task-based Language Instruction.
JALT Conference Proceedings. Tokyo : Association for
Language Teaching.
Willis, J. (1996). A framework for task-based learning.
Essex : Addison Wesley Longman Limited.

Task-Based Instruction (TBI)

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