TBL & PBL introduced

The Interactional Paradigm

TBL …

promotes communication, interaction and negotiation

fosters active participation and scaffolding

allows extended discourse

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

Differences …

Ellis (2002) Exercise ◦ Form-focused language use ◦ Language “learner” ◦ Intentional

Task ◦ Meaning-focused language use ◦ Language “user” ◦ Incidental

Changes …

From “form” to “meaning” + “form”

From Communication = question + answer

to Communication = expression,

interpretation and negotiation of meaning (Lee, 2000)

What teachers think: >>>

Framework (Willis)

Types

Listing Ordering and sorting ◦ Sequencing/ranking ◦ Categorizing/classifying

Comparing similarities/differences Problem solving ◦ Decision making ◦ Information gap

Sharing experiences ◦ Describing/narrating

Task-Based Activity

“The Most Interesting Person”

Steps … Step 1 ◦ List 10 words that associate with “interesting”

Step 2 ◦ Individually, select & describe three persons you

consider interesting

Step 3 ◦ Compare your answers with your partner

Step 4 ◦ “Who is the most interesting person? And why?”

Criteria …

Identifying a desired outcome ◦ Describe the person

Breaking down the topic into subtopics ◦ 3-4 steps from easy to difficult

Creating concrete tasks ◦ From words to sentences

Building in linguistic support ◦ Vocabulary: adjectives ◦ Grammar: to be/like/…

Example: Decision-making

You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take.

Axe (8 kilos) Waterproof sheets of fabric (3 kilos each.) Notebook computer (3.5 kilos) Rope (6 kilos). Fire lighting kits (500 grams each) Portable CD player and CDs (4 kilos.) Short-wave radio (12 kilos) Medical kit (2 kilos.) Bottles of water (1.5 kilos each) Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each

packet weighs 500 grams) Cans of food (500 grams each) Box of novels and magazines (3 kilos) Source: Nunan D. (2000)

Experiencing Task / Project based Learning Billy Joel – We didn’t start the fire

Billy Joel – We didn’t start the fire

Billy Joel – We didn’t start the fire

Billy Joel – We didn’t start the fire ... And another project result

In PBL, … there is a shift from:

Language to language in context

Learner as an individual to learner as a member of a social group

Language teaching as a subject to language teaching as a social issue

Teacher centred lessons to learner centred lessons

Types of tasks1

1. Listing, brainstorming, fact-finding Outcome: Completed list or draft mind map.

II. Sequencing, ranking, ordering, sorting,

categorising, classifying Outcome: Set of information - ordered and

sorted according to specified criteria

Types of tasks II III. Comparing, matching, finding similarities,

finding differences Outcome: Could be items appropriately matched or assembled, or the identification of

similarities and/or differences.

IV. Problem solving, reasoning, analysing real, situations, analysing hypothetical situations, decision making

Outcome: Solutions to a problem,

which can then be evaluated.

Types of tasks III V. Narrating, describing, sharing personal

experiences, exploring and explaining, attitudes, opinions, reactions

Outcome: Largely social.

VI. Creative task, comparing, problem solving and

many others Outcome: End product which can be appreciated

by a wider audience.

What teachers think: >>>

Example:

… my name is Bond, James Bond!