Download - ELT nhom 2E2
-
8/8/2019 ELT nhom 2E2
1/23
Table of content
PART 1: INTRODUCTION
1.1 Rationale for the study
1.2 Aims and objectives of the study
PART 2: LITERATURE REVIEW
2.1. Task and task-based teaching
2.1.1. Definition of task and task-based teaching
2.1.2. General principles and characteristics of task-based learning
2.1.3. Task types
2.1.4. Framework
2.1.5. Teacher and learner roles in TBI
2.2. Using TBI in English speaking lessons
2.2.1. The advantages of using TBI in English speaking lessons
2.2.2. Sample of an English speaking lesson used TBI
PART 3: APPLICATION OF TASK-BASED INSTRUCTION IN SPEAKING
LESSONS AT NGUYEN TAT THANH HIGH SCHOOL
3.1. Observation of an English speaking lesson used TBI in class 10D12
at Nguyen Tat Thanh High school
3.2. Groups comments and suggestions for better lessons
PART 4: CONCLUSION
-
8/8/2019 ELT nhom 2E2
2/23
REFERENCEShttp://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-
TBL.htm
http://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdf
PART 1: INTRODUCTION
1.1 Rationale for the study
We were really interested in Task-based Instruction (TBI) after attending the
teachers lecture. This approach gives learners natural sources of meaningful
material, ideal situations for communicative activity, and supportive feedback for
much greater opportunities for language use. Specially, this is where learners are
limited in their accessibility to use the target language on a daily; it is first of all
necessary for language learners to be provided with real opportunities to be
exposed to language use in the classroom. As the students of University of
Language and International Study, in the role of teachers of English in the future,
we find it beneficial to get a deep grasp of this approach. This method can be
applied in English skills effectively, especially in speaking lessons.
1.2 Objectives of the study
Firstly, we have done this research in order to find out the advantages of using TBI
in language teaching in general and in English speaking lessons in particular.
-
8/8/2019 ELT nhom 2E2
3/23
Secondly, we would like to recommend some suggestions to make a better English
speaking lesson with TBI.
In brief, the study concentrates on answering the following questions:
1. What are the advantages of using TBI in English speaking lessons?
2. What does an English speaking lesson for grade-10 students at Thuong Cat
high school look like?
3. What are the suggestions to build a better English speaking lesson used TBI?
1.3 Glossary of key terms
1: Task: A tasktask is an activity where the target language is used by the learner for
communicative purpose (goal) in order to achieve an outcome. Willis (1996)
2: Task-based instruction: Task-based instruction (TBI) is an approach which
offers students material which they have to actively engage in the processing of in
order to achieve a goal or complete a task. Much like regular tasks that we perform
everyday such as making the tea, writing an essay, talking to someone on the
phone, TBI seeks to develop students interlanguage through providing a task and
then using language to solve it
PART 2: LITERATURE REVIEW
2.1. Task and task-based teaching
2.1.1. Definition of task and task-based teaching
-
8/8/2019 ELT nhom 2E2
4/23
2.1.1.1. Task
Smith
Task also refers to a job responsibility or duty, that is, a specific part of a particular
job that a person is asked to do. For example, the job of an administrative assistant
requires the task of scheduling appointments for the supervisor. Jobs can be "task-
analyzed" for personnel and training purposes This general view of task again
implies that the task is externally imposed on the person from outside.
Ellis (2003) provides a definition of task:
A task is a work plan that requires learners to process language
pragmatically in order to achieve an outcome that can be evaluated in terms
whether the correct or appropriate propositional content has been conveyed. To
this end, it requires them to give primary attention to meaning and to make use of
their own linguistic resources, although the design the task may predispose them
to choose particular forms. A task is intended to result in language use that bears
a resemblance, direct or indirect, to the way language is used in the real world.
Like other language activities, a task can engage productive or receptive, and oral
or written skills, and also various cognitive processes.
Betty Lou Leaver and Jane R. Willis (2004) says that Elliss definition has an
interesting aspect is that it includes almost all the major points of contention in
-
8/8/2019 ELT nhom 2E2
5/23
language pedagogy: attention to meaning, engagement with grammar, inclusion of
pragmatic properties , use of authentic communication, importance of social
interaction, integration of language skills and the connection to psycholinguistic
processes.
Long 1985: 89
A task is a piece of work undertaken for oneself or for others, freely or for some
reward. Thus, examples of tasks include painting a fence, dressing child, filling out a
form, buying a pair of shoes, making an airline reservation, borrowing a library
book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking
a hotel reservation, writing a cheque, finding a street destination, and helping
someone across a road. In other words, by task is meant hundred and one things
people do in everyday life, at work, at play, and in- between
A task is an activity which is carried out as the result of processing or
understanding language. Tasks may or may not involve production of language. A
tak usully requires the teacher to specify what will be regarded as successful
completion of the task. The use of a variety of different kinds of tasks in language
teaching is said to make language teaching more communitive
There are many viewpoints about and definitions of task. Initially the
definitions involved a tax, piece of work, everyday activity, job responsibility, or
general activity for learners. In L2 teaching and learning, task is now often viewed
-
8/8/2019 ELT nhom 2E2
6/23
as an outcome-oriented instructional segment or as a behavioral framework for
research or classroom learning. Most often it still has the connotation of being
externally imposed on a person or group, although the connotation of being
burdensome or taxing is no longer emphasized.
2.1.1.2. Task-based Instruction
TBI was defined as a communicative language teaching approach, so
language learners must work together and use the second language to solve an
authentic communicative problem (Ellis, 2003), and learn through doing- It is by
primarily engaging in meaning that the learners system is encouraged to develop
(Skehan, 1996).
Richards( 2006) stated TBI is one of the two current approach that can be
described as extensions of the Communicative Language Teaching but gain the
goals in order to develop learners communicative in the different way. The other
methodology is content-based. They are both referred to as process-based
methodologies since they share common starting points a focus on creating
classroom processes that is believed to best facilitate language learning. Thus, this
methodology helps learners communicate in the target language effectively and
provides them the chance to experiment with foreign language and express their
own meanings (Betty Lou Leaver and Jane R. Willis ,2004)
-
8/8/2019 ELT nhom 2E2
7/23
Thus, effective learning will occur as the students are fully engaged in a language
task, rather than just learning about language. Here, the learners are required to
actively negotiate meaning and produce communication to complete the task
(Husna, 2009).
2.1.2. General principles and characteristics of task-based learning
The difficulty of a task depends on the previous experience of the learner, the
complexity of task the language required to undertake the task, and the degree
of support available (Richards and Rogers 2001)
Errors are not necessarily the result of bad learning but are the part of the nature
process interlanguage forms gradually moving towards target forms (Ellis 1994)
Is based on the use of the tasks as the core unit of planning and instruction in
language teaching
Involve real communication
Learn language by interacting communicatively and purposefully while
engaged in the activities and tasks
Meaningful language supports the learning process
Focus on process rather than product
Tasks are sequenced according to difficulty
-
8/8/2019 ELT nhom 2E2
8/23
2.1.2. Task types
LISTING: Processes Brainstorming, fact-finding.
ORDERING AND
SORTING:
Processes Sequencing, ranking, categorizing,
classifying.
COMPARING:
Processes Matching, finding similarities, finding
differences.
PROBLEM SOLVING:
Processes Analysing real or hypothetical
situations, reasoning, and decision making.
SHARING PERSONAL
EXPERIENCES:
Processes Narrating, describing, exploring and
explaining attitudes, opinions, reactions.
CREATIVE TASKS:
Processes Brainstorming, fact-finding, ordering
and sorting, comparing, problem solving and many others
(Willis 1996).
2.1.3. Framework
Pre-task
Introduction to topic and task: Teacherexplores the topic with the
class, highlights useful words and phrases, helps students understand
task instructions and prepare.
Task Cycle Task: Students do the task, in pairs or small groups. Teacher
monitors from a distance.
Planning: Students prepare to report to -the whole class( orally or in
writing) how they did the task, what they decided or discovered.
Report: Some groups present their reports to the class, or exchange
-
8/8/2019 ELT nhom 2E2
9/23
written reports and compare results.
Language
Focus
Analysis: Students examine and discuss specific features of the text or
transcript of the recording.
Practice: Teacher conducts practice or new words, phrases and
patterns occurring in the data, either during or after the analysis (Willis
1996: 38).
2.1.4. Teacher and learner roles in TBI
Teacher Roles:
- Selector and sequencer of tasks: The teachers plays an important role of
selecting, adjusting, and creating tasks and then shaping these tasks based on
the learners interests, needs, and language skill levels
- Preparing learners for tasks: The teachers helps give the clear topic
introduction, task introductions or a partial display of task process
- Consciousness-raising: The teachers use a mixture of form-focusing
techniques which consists attention-focusing pre-task activities, studying the
given text, guided exposure to tasks. and use of highlighted material.
Learner Roles:
- Group Participant: The students complete many tasks in pairs or small
groups.
-
8/8/2019 ELT nhom 2E2
10/23
- Monitor: The students control their activities, observe their communication
language use.
- Risk-taker and innovator: Many tasks require learners to create and interpret
messages of each other in interactions and negotiation of meaning.
2.2. The advantages of using TBI in English speaking lessons
TBI provides clear objectives in terms of what participants will gain from
the tasks. That is, each task has a clearly defined set of objectives, stating
what the participants will be able to do at the end of the task.
Tasks contribute to progress by encouraging students to plan and be more
ambitious in the language they use, rather than just saying the first thing that
comes into their heads.
Task-based learning is widely applicable as it is suitable for learners of all
ages and backgrounds.
The students are free of language control. In all three stages they must use
all their language resources rather than just practicing one pre-selected item.
A natural context is developed from the students' experiences with the
language that is personalized and relevant to them.
The students will have a much more varied exposure to language with TBL.
They will be exposed to a whole range of lexical phrases, collocations and
patterns as well as language forms.
-
8/8/2019 ELT nhom 2E2
11/23
The language explored arises from the students' needs. This need dictates
what will be covered in the lesson rather than a decision made by the teacher
or the course book.
It is a strong communicative approach where students spend a lot of time
communicating. Just watch how much time the students spend
communicating during a task-based lesson.
It is enjoyable and motivating.
TBI provides cooperative support. Classroom work is to be carried out on a
cooperative basis involving a lot of participants initiation right from the
start. This should enable a supportive, non-threatening environment for
participants to invest personally in the learning effort (Frost)
Tasks provide a natural opportunity for revision and recycling and give
teachers the opportunity to assess learners progress TBI provides clear
objectives in terms of what participants will gain from the tasks. That is,
each task has a clearly defined set of objectives, stating what the participants
will be able to do at the end of the task.
During the task the learners are allowed to use whatever language they want,
freeing them to focus entirely on the meaning of their message. This makes
it closer to real-life communicative situation, which is a way of bringing the
real world into classroom (Krahne 1987).
-
8/8/2019 ELT nhom 2E2
12/23
2.2.1. Sample of an English speaking lesson used TBI
Creating a Utopian Society
Work in groups. You are going to work together to decide your own ideal
society, then make a short presentation to introduce that perfect place to
the class.
Source: http://www.youtube.com/watch?v=QirhNeIwQ0w&feature=related
CREATING A UTOPIAN SOCIETY
1. Pre-task:
a. Introduce the topic:
The teacher can ask students about their countries to make it personal and write
key words of the answers on the board.
b. Give students instruction
i. The teacher gives the name of the activity: Creating a utopian
society.
ii. The teacher asks students to work in groups.
iii. The teacher tells students to create their own utopia.
-
8/8/2019 ELT nhom 2E2
13/23
iv. The teacher provides some parameters to help guide students
through the task.
v. The teacher presents a model of a perfect society prepared in
advance.
2. Task cycle:
a. Task:
i. Students discuss with their friends in their group.
ii. The teacher moves around to help students and encourage them
to communicate in target language.
iii. While the teacher monitors, he/she should take notes on errors
to correct later.
b. Planning:
i. The teacher gives students some more minutes to prepare a
short.
ii. The teacher goes around to advise students on language,
suggesting phrases and to help them correct their mistakes.
c. Report:
iii. The teacher invites some groups to illustrate their work.
iv. After each presentation, the teacher should can let other groups
ask questions about perfect society which has been presented.
-
8/8/2019 ELT nhom 2E2
14/23
3. Language focus:
d. Analysis:
i. The teacher lets students examine and summarize the general
features that make a perfect society.
ii. The teacher asks feedbacks and comments from each group.
iii. The teacher can let students to vote for the most impressive
utopia among all groups.
a. Practice:
i. The teacher can remind students about the words, structures and
ways to describe a place
ii. The teacher corrects the mistakes.
iii. The teacher can provide students a further practice at home
-
8/8/2019 ELT nhom 2E2
15/23
PART 3: APPLICATION OF TASK-BASED INSTRUCTION IN SPEAKING
LESSONS AT NGUYEN TAT THANH HIGH SCHOOL
Unit 10: NATURE IN DANGER
Date: March 8, 2010
Teachers name: Nguyen Mai Lan
Teaching place: class 11D2, Nguyen Tat Thanh high school
The number of members: 39
Observed Lesson: Unit 10Nature in danger,
Method/Approach in focus: Task-based instruction (TBI)
UNIT 10: Nature in danger
1. Education aims: - Students know about the new kind of zoo.
2. Knowledge:
a. General knowledge: - Students can talk about the advantages and
disadvantages of having a pet
b. Language: - Relative pronouns
3. Skills: - Asking and answering about pets
- Showing advantages and disadvantages of having a pet
- Reporting on discussion results.
-
8/8/2019 ELT nhom 2E2
16/23
Stages Activities Notes
Pre-task - The teacher asked students some
questions to lead students to the
topic such as:
Have you ever had a pet? If so,
what kind?
What kinds of pets do you prefer?
- The teacher introduced the new
lesson: We are going to discuss the
advantages and disadvantages of
having a pet.
- although the teacher
followed the framework
of TBI, she began the
lesson in a quite boring
way
- the teacher did not give
student time to read their
textbooks.
- Did not highlight new
words or useful phrases
-Did not mention the use of
relative pronouns in the
-
8/8/2019 ELT nhom 2E2
17/23
lesson
- Quite clear instruction to
the task
-
8/8/2019 ELT nhom 2E2
18/23
Task
cycle
1. Task:
- Students were required to work in
groups of 4 and discussed the
advantages and disadvantages of
having a pet.
2. Planning:
Teacher gave students some more
minutes to prepare for a short
presentation about the advantages
and disadvantages of having a pet
3. Report:
- After some minutes, one group
volunteered to present their
- Students actively took part in
the task with great
enthusiasm and excitement.
- The teacher moved around
but didnt give help any
encouraged students to use
target language. It is quite
hard for students to adopt a
way because they find it
difficult to express their ideas
- The teacher also did not take
note students errors
- The teacher went around but
didnt advise students on
language or suggest phrases
and to help them correct their
mistakes.
-
8/8/2019 ELT nhom 2E2
19/23
work.
- While presenters were delivering
the speech, the rest of students
were required to take notes and
compare with their groups ideas.
- The teacher listened and took
notes
Languag
e focus
The teacher summarized the general
advantages and disadvantages of
having a pet.
She asked some feedbacks from
other group and gave her own
comment.
- this helps students remember
information deeply.
However, it lacked the important
part- practice which required
teacher to remind students about
-
8/8/2019 ELT nhom 2E2
20/23
words and structures of relative
pronouns and ways of raising
their ideas, and also correct the
mistakes as well.
GROUPS COMMENTS AND SOME SUGGESTIONS
- TBI is not new for university students of foreign languages but quite up-to-date
to high school students in general. Therefore, applying this approach in teaching
high school students gets great compliments from both teachers and students;
however, it must still be more improve somehow. Now, our group will give
some comments:
o The teacher followed the stages of TBI framework strictly. At the beginning
of the lesson, she asked students some personal questions to lead students to
the topic and then, directly introduced the new lesson. Moreover, she also
added a brief summary at the end of the lesson to help students deeply
remember the information gained from the lesson.
o The teacher strictly adopted the three steps in task cycle section. This
helped students easily follow and fulfill the task.
o In addition, the approach also created a friendly and cooperative atmosphere
among students. They discussed with their friends, shared information and
showed their opinions openly.
-
8/8/2019 ELT nhom 2E2
21/23
- In the second place, although the teacher has somehow understood the way to
conduct a speaking lesson following TBI, she lacked some important techniques
when carrying out a lesson with TBI.
o At first, the teacher did not highlight new words and useful phrases in the
lesson at. Students, as a result, lacked vocabulary to illustrate their ideas in
discussion. They found it hard to express their views towards the matter. In
addition, the teacher did not teach students about the use of relative
pronouns even though she had set it for one of lessons objectives.
o In TBI, the help and encouragement from teachers are necessary to students;
however, the teacher conducting this lesson, in spite of moving around the
class and listening to students discussion, gave little help to students. In
fact, the teacher should have assisted students work and encouraged them
to use target language while discussing.
o Equally important, the teacher needs have corrected students errors at the
end of the lesson. Agreed that teachers should not intervene students
discussion by correcting mistakes; however, this activity should have done
in the end, which prevented students errors later.
In general, teachers who would like to conduct an English speaking lesson with
TBI should bear in mind the three stages of TBI framework and what to do in each
stage. Moreover, in TBI, teachers should pay more active role in helping students
-
8/8/2019 ELT nhom 2E2
22/23
deal with the task and encouraging them to use target language during discussion.
Last but not least, teachers had better ask students to take part in the task actively
and openly, which builds a friendly and relaxed atmosphere for students to express
themselves.
In particular, we would love to take the speaking lesson of class 11D2, Thuong Cat
high school as an example to suggest some of our changes for a better lesson.
PART 4: CONCLUSION
TBL offers a structured approach to learning, and supports the notion that
learning occurs most effectively when related to the real-life tasks undertaken by
an individual. TBL encourages the development of the reflective learner, and
accommodates a wide range of learning styles. TBL offers an attractive
combination of pragmatism and idealism: pragmatism in the sense that learning
with an explicit sense of purpose is an important source of student motivation and
satisfaction; idealism in that it is consistent with current theories of education.
However, with the current conditions of Vietnam, it seems that there exist some
difficulties to apply TBL due to the crowded classes and traditional ways of
teaching and learning applied still.
Thus, although our study was conducted with a small scale, we hoped that to
some extent it could help teachers recognize the advantages of using TBI in
English speaking lessons to apply effectively and also give some useful
recommendations for better English speaking lessons with the use of TBI.
-
8/8/2019 ELT nhom 2E2
23/23
REFERENCES
http://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htm
http://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdf
http://www.youtube.com/watch?v=QirhNeIwQ0w&feature=related
www.englishonline.org.cn/.../k_Based_Learning_background_reading_material.doc
http://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htmhttp://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdfhttp://www.youtube.com/watch?v=QirhNeIwQ0w&feature=relatedhttp://www.englishonline.org.cn/.../k_Based_Learning_background_reading_material.dochttp://www.yde.yildiz.edu.tr/uddo/belgeler/inca-FundaHatip-TBL.htmhttp://vocelt.vec.go.th/PapersforDownload/Curriculum/TBL.pdfhttp://www.youtube.com/watch?v=QirhNeIwQ0w&feature=relatedhttp://www.englishonline.org.cn/.../k_Based_Learning_background_reading_material.doc