P-12 Explanation Of Task-Based Language Learning (TBL). Assignment

Name :- Mansi Upadhyay
Roll no :- 18
Semester :- 3
Year :- 2019-20
Paper no :- 12 (English Language Teaching-1 )
Assignment Topic :- Explanesion of Task Based language learning

E-Mail :- mansiupadhyay06@gmail.com
Submitted to :- Department of English Maharaja Krishnakumar sinhji Bhavnagar University.

Words :- 1515

Introduction :-

                       Task based language learning (TBL) focus on the use of the authentic language and on asking students do meaningful tasks using the target language. Such task can include visiting a doctor, conducting and interview, or Teacher and student or calling customer service for help. Most approaches to language teaching can be described as ‘Form-based’. Such approaches analyse the language into an inventory of forms which can then be presented to the learner and practiced as a series of discrete items. J. Wills(1996) defines a task as an activity ‘where the target language used by the learner for a communicative purpose in order to achieve an outcome’. Here the notion of meaning is subsumed in ‘Outcome’.

What is a TBL ?

Task based language learning. 

             

Task based language learning (TBL) also known as Task based language Teaching (TBLT), or task based instruction (TBI) focus on the use of authentic language and on asking students do meaningful tasks using the target students do meaningful tasks using the target language. Such task can include visiting a doctor, conducting an interview, or calling customer service for help.

                Assessment is primarily based on task outcome  in other words the appropriate completion of real world tasks rather than on accuracy of prescribed language forms. This  TBL especially. Popular for developing target language fluency and student confidence as such task based language learning can be considered a branch of “Communicative language teaching”.

   Definition of Task :-

1). A task involves a primary focus on meaning.

2). A task has some kind of ‘Gap’ (Prabhu    identified the main types as informal gap, reasoning gap, and opinion gap.)

3).The participants choose the linguistic resources needed to complete the task.

4).A task has a clearly defined non linguistic outcome.

Prabhu (1987) identified four broad task types:

1 information Gap

2 Reasoning Gap

3 Problem solving

4 Opining Gap

      

Let’s see one by one,

 Information Gap activity:- which involves a transfer of given information from one person to another or from one place to another generally calling for decoding or encoding of information from or in to language.

            One examples is pair work in which each member of the pair has a part of the total information. The activity often involves selection of relevant information as well as, and learners may have to meet criteria of completeness and Correctness in making the transfer.

2. Resoning Gap :-

                  

 Reasoning gap activity, which involves deriving some new information from given information though processes of inference, deduction, practical reasoning. or a perception of relationship or patterns.

                 One example is working out a teacher’s timetable on the basis of given class timetables.

               The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that intially comprenced. There is a piece of reasoning which connects the two.                                         

Opinion Gap :-

                    

Opinion gap activity which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation One example is story completion another is taking part in the discussion of social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.

                      According to Jane Wills Task based language learning TBL consists of the pre-task cycle, and the language focus.

The components of a Task are:-

1. Goals and objectives.

2. Input.

3. Activities.

4. Teacher role.

5. Learner role.

6. Setting.

           

   Principle of Task Based Learning :-

-       Learners require exposure to the real and varied language of speakers of the target language.

-       Learners must be exposed to and use the kind of language that they want and need for their own interest or purposes.

-       Learners must be provided with opportunities for unrehearsed and meaningful language use in purposeful interaction where they take informed risks, make choices, and negotiate meaning while seeking solution to genuine queries.

-       Teacher Ensure that activities are interconnected and organized with clearly specified objectives and promote the desire to learn.

-       Teacher should elicit self-correction enable personalized feedback, and consider learners individual developing language systems.

-       Teacher must set activities for learners that help them notice language forms; induction/ discovery is preferable to deduction/ presentation; teachers should instruction form in the context of activities where is primary.

-       The whole language listening, speaking, Reading, and writing should be integrated.

-       Teachers evaluate learners in a formative manner and in terms of the process of achieving a goal; learners need to evaluate their own performance and progress.

    One feature of TBL, therefore, is the learners carrying out a task are free to use any language they can to achieve the outcome: language forms are not prescribed in advance.   

        The task based approaches, therefore, language development is prompted by language use, with the study of language form playing a secondary role. Recent research however, suggests that while communicative language form if acquisition is to maximally efficient.

Skehan (1996), e.g. argues that unless we encourage a focus on form, learners will develop more effective strategies for achieving communicative goals without an accompanying development of exchange meanings in spite of the shortcoming of their language as a result they to exchange  meanings in spite of the shortcomings of their language. As a result they may fossilize at a relatively low level of language development.

         Skehan(1992) suggest that learning is prompted by the need to communicate, but argues that learning will be more efficient if:

1. There is a need to focus on accuracy within a task-based methodology.

2. There is a critical focus on language form within the task-based cycle.

The challenge for TBL, therefore, is to devise a methodology which affords learners the freedom to engage natural learning processes in the creation of a meaning systems, but which incentives to ‘restructure’ their system in the light of language input.

   

    An approach similar in some ways to Prabhu’s  is put forward by Breen 1987 and Candlin 1987 in their advocacy of a process syllabus. Breen and candlin agree with prabhu in they see the basic unit of syllabus design and classroom methodology as an activity of some kind.

-       The role of the teacher is not to determine unilaterally how learning will be organized and sequenced, but to consult learners and help them realize their own learning plan.

-       Prabhu’s procedural approach deliberately avoids all focus on language. Students operating with the process syllabus, however, may choose for themselves to focus explicitly on language form.

             TBL like CLT rests on road principles rather than precise recommendations or perceptions. The second principle is that learning will be effective only if it is related closely to language use and involves relating form and meaning.

              J.Wills 1996 offers another classification of tasks which subsumes the above types and as a generative pedagogic tool. She suggests that we first draw up series of topics suited to our learners. She then identifies a number of operations, based on chosen comparing; problem solving; sharing personal experiences; creative tasks. 

           The need for a focus on form within a task-based methodology may be met in part by manipulating the circumstances of communication in the classroom. Tasks carried out orally in manipulating the circumstances of communication in the classroom. Task which involve a presentation to the class as a whole, or the preparation of written output, demand a higher level of accuracy. this is in line with natural language use. We are more conscious of language form in public presentation than in private use. Wills and Wills 1987-96 offer a detailed rationale for these procedures, a frame work involving a pre-task phase followed by a task-planning report cycle, in which learners move from pair discussion of task to a public report of their findings.

               It is important that teacher question for the principles and procedures which inform TBL. Formal research may identify and refine questions to do with classroom practice and provide experimental findings which are indicative of answers to some of those questions, but it is important to test these finding through critical observation of classroom practice. And recently start to digital era and this time task are different role of education like email, blog task, online discussion task, etc… role of the task based learning.

  Conclusion :-

                       TBL represents an attempt to harness natural processes. But it also seems that these process and provide language focus activities based on consciousness-raising which will support these processes. The crucial challenges for TBL, therefore, are to do with design and sequencing of tasks, and the determination of how best to encourage learners to focus on language form in a way which prompt language development while, at the same time, recognizing that there is no direct.

Thank You