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Module 2
TBLT has developed as a response to PPP and emphasizes language acquisition as opposed to language
learning (Krashen, 1981) and focus on form rather than focus on forms (Long, 1991). The language focus in
TBLT is not pre-selected by teacher (as in PPP) but emerges during the task because it is required for
successful completion of the task – what Nunan called ‘a need-based approach to content selection’ (Nunan,
2004).
Weak and strong TBLT
There are two main versions of TBLT – ‘strong’ and ‘weak’. In the strong version of TBLT learners learn
language by using it (to complete a task) or in the weak form they learn a language in order to use it
(Thornbury, 2006).
Task
Task, being the centre of TBLT, has been defined many times. The one that I, personally, found the most
precise was suggested by Jane Willis: task is a goal-oriented communicative activity with a specific outcome,
where the emphasis is on exchanging meanings, not producing specific language forms (Willis, J, 1996).
Types of tasks
There are many typologies of tasks but all of them can be divided into focused and unfocused. According to R.
Ellis focused tasks are used ’to elicit specific linguistic features either by design or by the use of
methodological procedures… Unfocused tasks are designed to elicit general samples of learner’s language.’
Focused tasks can be a) structure based; b) structure based comprehension tasks; c) consciousness-raising
tasks.
Unfocused tasks can be a) pedagogical; b) real world
(Ellis, 2009)
J. Willis talks about closed and open tasks. Closed tasks can have only one possible outcome and only one way
to achieve it. Open tasks are less structured and have a less specific goal and can have more than one
outcome (Willis, 1996)
Development of TBLT
As mentioned above, TBLT has developed as a contrasting approach to PPP. In PPP language learning follows
a syllabus of pre-selected grammar items (Thornbury, 2006). D. Wilkins called it a ‘synthetic’ approach
syllabus (Wilkins, 1976 as cited in Nunan, 2004). In ‘synthetic’ syllabus learning is simplified by breaking the
content down to into its constituent parts, and introducing each part separately. Other syllabuses that do not
rely on prior analysis of the language into its discrete points belong to ‘analytical’ approach (Nunan, 2004).
Despite its popularity and wide use PPP has been receiving a lot of criticism. Dave Willis formulated 3 reasons
why grammar can’t simply be broken down into pieces and taught in a straightforward manner: because it’s
too complex, because there is too much of it and because learners do not learn this way. (Willis, D, 2007).
Skehan also argued that ‘The processes by which learners operate are ‘natural’ processes and teachers cannot
simply choose what is to be learned’ (Skehan, 1996).
In his acquisition-learning hypothesis, Krashen suggested that conscious learning and subconscious acquisition
of second language are two totally different processes and that they need different approaches. He argued
that spontaneous communication competence can be acquired only through subconscious acquisition. This
supports the ‘strong’ version of TBLT in that that classroom activities need to be focused on meaning rather
than on forms.
The need for meaning-based activities has led to the development of TBLT. In 1987 Prabhu described his
Bangalore experiment using tasks to promote language acquisition in secondary school classes in Bangalore,
India (Prabhu, 1987). Since then there TBLT has been widely recognized in language teaching as an approach
that promotes language acquisition by conducting meaningful tasks using real-life language.
Criticism of TBLT Commented [S2]: I would love to expand on it but the word
count…
The following issues raised some criticism of TBLT:
tasks sequencing (syllabus design) - systematic teaching of new language (Swan, 2005)
assessment/testing
focus on fluency rather than accuracy
learners may resort to L1 or non-verbal means of communication in completing the task
current frameworks mostly target adults learners of higher levels.
Frameworks for TBLT and their classroom implementation
There have been a few suggested frameworks for task design in TBLT. While they all differ in some
ways, all of them have three stages: Pre-Task, Task and Post-Task.
Pre-Task: the topic is introduced and learners previous knowledge is activated (schemata).
In some frameworks (Skehan and Nunan) attention is drawn to new language forms and
some controlled practice (explicit teaching) takes place. J. Willis and D. Nunan suggest
providing learners with an authentic model - a recording or a video of others doing the task
(Willis, 1996 and Nunan, 2004).
Teacher’s role: a guide. In this stage teacher needs to raise interest in the topic, elicit ideas and, if
needed, language necessary to accomplish the task.
Task: students do the task. In J.Willis’ framework this includes the task itself, planning and
reporting (public performance) while Skehan places public performance in the Post task
stage.
Teacher’s role: give instructions; ensure that the students are on task. After that teacher can only act
as a monitor intervening only if the students don’t understand he task. In the planning stage, teacher
should act as a language adviser and in the report stage as a chairperson, introducing the
presentations, setting purposes for the listening, nominating speakers, etc. At this stage, it is
important to take notes of students’ language use for the language analysis in post task (Willis,
1996).
(Nunan, 2002, Skehan 1996, Willis, J, 1996). See Appendice 1 for the framework models
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Background Essay: Rationale
So, when I read the example of Dave Willis’ Ghanaian students learning question tags (Willis 2003), I realized
that that was exactly what was happening in my classroom. What I taught my students didn’t learn (or rather,
acquire). Reflecting back on my teaching it became obvious to me that I have been teaching using PPP
approach most of the time. My students perform well on the tests but I am often frustrated that their
spontaneous communication doesn’t seem to improve.
Reflecting back on my own teaching before the OC, I could see that in my lessons I often placed declarative
knowledge before the procedural. I constantly monitored my students restricting their language use to TL and
corrected them. As a result, while my students understood the rules and were able to apply them in
controlled and even freer practice, they failed to integrate the structures I taught them in their daily
communication. Their interactions in the freer practice were often restricted and unnatural.
I kept reading on about TBLT and was surprised to find how little has been written on TBLT with young
learners. As D. Carless points out ‘…there has been little practical discussion of how tasks are actually
implemented in school setting…’ (Carless, 2004).
In my opinion, TBLT can be successfully used with children. Here is why:
children learn best by doing – this has been discussed by many authors in ELT literature
children remember words and expressions that are relevant to them. I have often been amazed by
their ability to remember all kinds of dinosaurs while they seemed to forget the simplest (in my
opinion) vocabulary we learnt in the classroom
children are very creative and competitive
children can hardly be classified as analytical learners (there are exceptions, of course) – they do not
need to understand the rules and metalanguage, they acquire language rather than learn it.
children are less self-conscious about experimenting with language
children are good at imitating
So I have decided to focus on TBLT with Young Learners. I am currently teaching a group of 7-10 year old
children at pre-intermediate level. They enjoy projects and take pride in their work. They are also very
competitive. They have a good range of vocabulary and enjoy interactive activities. Often it feels wrong trying
to limit their communication in order for them to use the one structure we are learning. TBLT offers more
freedom for them to express themselves and caters to their true linguistic needs.
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Lesson Plan Commented [S3]: Criticism of TBLT ...
DATE 11.05.2013
No. OF STUDENTS 12
CLASS PROFILE AND I have only had one lesson with this class so far. I will have
another lesson with them before I teach the EP lesson and will
LEARNER NEEDS
write more here then. .
AIMS Due to the nature of TBLT, the main aim of the lesson is to
complete the task – make origami following instructions
LANGUAGE ANALYSIS Because this lesson is based on the strong TBLT approach, there is
no pre-selected language.
I can assume only that:
students will need to use imperatives (fold, cut, connect)
during the planning stage, students will use sequencing
words (first, then, finally, etc.)
use of language chunks such as ‘this way’, ‘like this’ etc.
TIMETABLE FIT It is a once a week three hours per lesson, 8 lessons course.
Inter-
Stage and Aim Procedure Time
action
Pre-task t-ss
Lead in Show the students an origami. Ask what it is and if they can make some.
2-3
tell the students that we are going to learn how to make origami in this lesson.
min
to generate interest in the Show the students an origami video. Would you like to make it?
task give the students a tapescript to follow and watch the video again.
to activate schemata Make the origami 5 min
to provide an authentic Teacher can draw students’ attention to some of the language used in the video that might 5 min
model for the students and be useful for the students in the later stages 10min
encourage noticing
t-ss
Task Students work in groups of 4. Give each group a set of picture instructions of an origami.
They need to work out and make that origami.
ss-ss 15mi
to promote authentic Teacher monitors but doesn’t intervene unless absolutely necessary (ensure that students
n
meaningful communication are on task and understand what they are supposed to do, discipline issues)
between the students
Planning set the goals and timing for the students.
students prepare a presentation to teach other groups to make the origami. Provide them
ss-ss 10mi
to encourage students to focus with a template to organise their instructions.
n
on form Teacher monitors and helps, advises on the language when needed
to provide ‘thinking’ time
Report set the goals, explain that points will be awarded for the best origami in each
presentation.
to identify knowledge gap
students teach other groups how to make origami
to provide students with an ss-ss 15
award the team with most points
opportunity for active, real-life min
Teacher nominates the speakers, sets the goals, listens and takes notes for the language
speaking/listening activity
analysis
Due to the time constraint language analysis will take place after the break and is not included in this lesson plan
Details of Individual students relevant to the lesson: Commented [S5]: This is not complete because I need more
time with this class. I have only had one lesson with this class.
Name m/f age Strengths Weaknesses Other comments (e.g. behaviour, learning
preferences)
2 Faiz m
4 Hajer f Very fluent and active. Accuracy, spelling Speaks before she thinks, a risk-taker. Doesn’t
Great range of tolerate any ambiguity
vocabulary for her
level. Likes making things.
9 Leeha f
10 Fatimah f Very good range of None that I can Risk taker, can be very dominant, needs to be
vocabulary. Fluent and think of reminded that there are other students in the
accurate, class. On the other hand, helps other students.
Very bright, understands the instructions before
Good listening and everyone else in class. Can be used for modelling.
reading skills. Good
Loves crafts, colouring, etc. Very competitive
spelling.
11 m
12
Lesson: Commentary
For this lesson I chose to follow Skehan’s TBLT framework (see appendice 1)
This lesson is based around the task of making origami following instructions given and teaching others how to
make it. It is a focused task and the lesson is based on the strong approach in TBLT.
I chose this task because I feel that it would appeal to my students. They enjoy hands on activities and they
often teach each other how to make things during breaks. We have done a few projects but they have always
been the products of PPP – students HAD to use TL of the lesson which restricted the communication.
The class I will be teaching is quite strong and talkative but there are a few shy and risk-averse students who
often miss the opportunities to participate because of the louder, more active students. In this lesson they will
have a chance to contribute to group work and take part in the presentation. Planning stage will give them
time to prepare so that they feel more confident. On the other hand, some students are the risk-takers and
often give answers ‘for the sake of it’, without thinking what they are saying. For them the planning stage will
help focus on both what and how (focus on accuracy) they are going to say in the report stage.
I will be using authentic video which will give the students an example of what they need to do. It is very
important for the YL to have a model as their abstract thinking is not yet fully developed. a
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Lesson: Objectives
1) I would like to see if TBLT helps acquisition as claimed by its proponents
2) for me to practice non-intervention monitoring and reactive teaching (dealing with emerging language)
3) to help the students to improve their communication during the task and to build their confidence by
teaching others by providing them with the language they need to complete the task rather than
prescribed by the teacher
4) to find out how TBLT works with YLs
a) Will they stay on task?
b) Will they use language from the model during the task?
c) Do they ask questions about the language they need to complete the task
d) How much L1/non-verbal communication will be used during the task?
e) Will planning stage motivate them to be more accurate?
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