The Application of TBLT in English Language Teaching 

In Middle Schools

By

Li Yanhuan

Apr.20, 2016

Shouchun Middle School, Anhui.P.R.China

摘    要

随着国家新的英语教学大纲的出现，教、学英语的理论与方法也正在改变。从口语法、听说法、交际法、全身反应法等等，一直到现在的任务式教学法，每一重教学法都有其独特的特点。任务式教学是近二十年来才兴起的一种新的教学理论，因其有很强的使用性，已经被大多数英语老师普遍接受。它不同于以往的各种教学法，任务式教学法的主要特点是：通过完成任务来学习语言、强调学习活动和学习材料的真实性、学习活动以表达意义为主、强调以学生为中心、鼓励学生创造性地使用语言等等。本文试图从任务的定义、任务教学法的理论、原则和任务的设计进行探讨。

关于任务很难给它下一个确切的定义，研究者们都具有各自的观点，但最基本的一条就是：任务是需要解决的某个交际问题，此问题要和现实生活中的某些活动有联系，并且它必须能反映真实生活情景并要求学习者尽可能的做出决定。

用任务式教学法教学，首先应了解它的基本原理。语言自然习得理论、社会建构主义理论和课程理论是任务式教学法的基本理论。这些理论的重点就是学习语言是一种无意识的过程，通过有意义的交流去明白和使用语言，从而使语言熟练后自然发展。研究者们建议学习者必须通过自己的经历去增加获得知识的机会，强调学习者必须是课堂的中心，而且必须要和现实生活相联系。任务式教学法有许多原则和特点。比如：真实原则、形式-功能原则、任务独立性原则、“做中学”原则、“脚手架”原则等等。并以听力课为例对任务作了具体设计。在任务前阶段，先要求学生观察执行相似任务的一种示例，并通过听录音了解一些在即将执行的任务中出现的新单词；在任务中阶段，分组活动，让他们扮演不同的角色，用目标语言去执行不同的任务；在任务后阶段，对学生的活动情况做出评价和总结。本研究对于中、小学英语教学的实践活动有一定的指导意义。

关键词： 英语教学； 任务型教学； 小组活动

Abstract

With the innovation of a new curriculum syllabus, the method and approach of learning and teaching English are changing. Task-based learning has been commonly accepted by most of English teachers. It is necessary to rightly use task-based learning to make contributions to good-learning effects.

TBLT (Task-based Language Teaching) is a new teaching theory, and it is different from any other methods. This paper attempts to explore the definition of tasks, and the theories and principles of TBLT. If we want to teach well with TBLT, we should understand how to design tasks.

About task, it is very hard to give an exact definition. Researchers have different interpretation about it. But a basic parlance is that a task is a communication problem is to be solved which bears some relationship to real-world activities and the task should mirror real-life situations and decision-making as far as possible.

Of course, when we teach English with TBLT, we should firstly understand the rationale of TBLT. Acquisition of language theory, social constructivist theory and curriculum theory are the basic of TBLT. These theories’ emphasis is that learning language is an unconscious process that involves the naturalistic development of language proficiency through understanding language and using language for meaningful communication. And researchers suggest that students must be given opportunities to construct knowledge through their own experiences. TBLT  emphasizes that the students are the central of a class, and it must connect with the real life. TBLT has many principles and features, for example, the authenticity principle, the form-function principle, the task dependency principle, learning by doing and scaffolding, and so on. In addition, the author uses an example of tasks’ designing in listening class to demonstrate this idea. This paper is instructive to our English teaching in middle and primary schools.

Key words:  English teaching, Task-based Language Teaching, group activity

The Application of TBLT in English Language Teaching

In Middle Schools

Thesis: Task-based Language Teaching is becoming more and more popular inChinanow, and the aim of task is to create a real purpose for language use and provide a natural context for language study. So in this paper, the author emphasizes the advantages of TBLT and how to apply the TBLT in English teaching.

Outline

Introduction

I.   Task and TBLT defined

II.   Rationale of TBLT

A.   The theories of TBLT

1.   Acquisition of language theory

2.   Social constructivist theory

3.   Curriculum theory

B.   The principles and features of TBLT

1.   The authenticity principle

2.   The form-function principle

3.   The task dependency principle

4.   Learning by doing

5.   Scaffolding

III.  Strategies for using TBLT in English language teaching

A.   The advantages of TBLT in English teaching

B.   TBLT in English teaching

Conclusion

The Application of TBLT in English Language Teaching

In Middle Schools

Introduction

In recent years, with the publication of the New Curriculum Standard by the State Education Department the teaching reform in middle and primary schools has been being implemented step by step. The renovation in teaching methods is gradually going in depth. More and more English teachers are gradually changing their traditional teaching concept from knowledge-based to cultivating students' ability of using the language.

     Here, the author hopes that our teachers can apply TBLT (Task-based Language Teaching) in their English lessons. Because Chinese students learn English not just learn English in their English lessons. That is why the author encourages our English teachers to use the task-based language teaching in our English lessons. Teachers doing that, so that they will give students a clear task, then, teachers will ask them to do some group works, and make presentations. The author thinks that the students study in our schools, our education does not just teach them knowledge, we should let them know how to use the language in future when they leave school. So in the task-based language learning activities, they learn how to do things, they learn how to do research, they learn how to make presentations and they learn how to express their feelings. In this way, the author thinks that our students can be adopted themselves more quickly to the society after they leave school, get into the universities or when they get the world more quickly to society. Therefore the author thinks this kind of task-based learning is very useful in our English lessons at presents. 

I.  Task and TBLT approach defined

TBLT has slowly emerged since the 1980's to challenge the traditional itemized form-based methodology. What is this new TBLT approach about? Skehan(1998:195) one of the authorities on TBLT argues for a definition of a language task in which “a communication problem is to be solved which bears some relationship to real-world activities and that the task should mirror real-life situations and decision-making as far as possible". David Nunan(1989:54) maintains that setting specific tasks for students so that they act as if they were using the language in real life--this is a part of the essence of task. He thinks that the traditional approach of breaking down the different parts of a foreign language and then teaching them separately step by step does not help students generate meaningful language to solve problems in the real world. Of course, before setting specific tasks for students, you should learn what a task is. Researchers have different interpretations about the term “Task”. In a word, 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 of correct or appropriate propositional content conveyed.

The aim of task is to create a real purpose for language use and provide a natural a context for language study. Students prepare for the task, report back after the task and then study the language that arises naturally out of task cycle and its accompanying materials. 

So, according to the task's definition, TBLT is a kind of language teaching approach based on tasks. In another words, it is approach that let learners to learn and use language in process of doing.

II. Rationale of TBLT

A． The theories of TBLT

1. The natural acquisition of one's language

Acquisition is the “natural” way. Paralleling first language development in children. Acquiring refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. According to Nunan (1989:186), knowledge of grammatical rules was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rule when using language for communication. Understanding a grammatical rule is different from internalizing it. In fact, learners not only need the practical chances, which involve the grammatical rules, and are in different situations, but also know how to use some regular phrases and sentences, so that they can develop their own language. On the other hand learner participation in class is related significantly to improvement in language proficiency. Crooks and Gas (1993:10) explain that language is best learned and taught through interaction. In interaction-based pedagogy, classroom opportunities to perceive comprehend and ultimately internalize a second language words. Whether teachers or other learners can exchange ideas. Such activities are structured so that learners will talk, not for the sake of producing language as an end itself. But as a means of sharing ideas and opinions, collaborating toward a single goal or competing to achieve individual goals.

2. Social constructivist theory

This theory suggests that students must be given opportunities to construct knowledge through their own experiences. They can not be “told” by the teacher. There is less emphasis on directly teaching specific skills and more emphasis on learning in a meaningful context. Learning should be “whole, authentic and real.” Piaget helps us to understand that meaning is constructed as children instruct in meaningful ways with the world around them. Thus that means less emphasis on isolated “skill” exercises that try to teach something like long division or end of sentence punctuation. Students are more likely to learn them if they are engaged in meaningful activities, whole activities as opposed to isolated skill exercised. Authentic activities which are inherently interesting and meaningful to the students, and real activities that result in something other than a grade on a test or “Great, you did well” etc.

3. Curriculum theory

Van liar (1996) divides the curriculum theory into 3 parts: awareness, autonomy, and authenticity. From awareness perspective, he suggests we need to understand. Only dose the learning connect with learners’ knowledge which learner have mastered, the learners are likely learned effectually. When we begin to learn some new things, first we should notice the existing of news, but the notice must base on the connection between knowledge and the new things. So one of the teachers’ duties is to connect the content with students’ knowledge and personal experiences, and let the students know why they learn the content. Therefore Van liar said the awareness focuses on attention and role of perception.

    Autonomy refers to students’ own adjustment, motivation for learning, sense of responsibility. Teachers should consider the students’ thought. And students should have the rights of free choice about tasks and ways they finish the want. They freely choose their activities and express their real feelings. Authenticity refers to the activities should parallel the “real world” as closely as possible.  

B．The principles and features of TBLT

When we teach with TBLT, we should master some basic principles and features of TBLT.

1. The authenticity principle 

It involves two aspects: a. a text which is tough must be close to real-world. Since language is a tool of communication, methods and materials should concentrate on the message. b. The design of tasks should offer the unequivocal and real linguistic messages to learners, so that the learners can understand and use them in real-life. In addition, the purpose of reading should be the same in class as they are in real-life.

2. The form-function principle

The relationship between linguistic form and communicative function are clear to the learners Students should have the basic competence when they are asked to do something about language. Learners must understand the relationship between linguistic form and communicative function. Teachers should emphasize the contribution form and function. Namely, teachers should develop students’ linguistic competence when they teach students form. According to Long (1985:196), the meaning very form(or fluency versus accuracy) debate is no longer a discriminating factor among teaching approaches because meaning and form are assumed to be essential for learning.

3. The task dependency principle 

A series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance. 

4. Learning by doing 

Learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom. Although they still have to learn grammar and memorize vocabulary. Long and Crooks (1985:284) think that a task-based approach sees the language process as one of learning through doing --it is primarily engaging that the learners’ system is encouraged to develop.

5. Scaffolding 

     Scaffolding is a process of “setting up” the situation to make the child’s entry easy and successful, and then gradually pulling back and handing the role to the child as he becomes skills enough to manage it.

Overall, the features of TBLT can be described as following:

a. An emphasis on learning to communication through interaction in the target language. b. The introduction of authentic texts into the learning situation. c. The provision of opportunities for learners to focus, not only on language, but also on the learning processes itself. d. An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning. e. An attempt to link classroom language learning with language activation outside the classroom. f. Activities and tasks of a task-based syllabus are sequenced according to difficulty. g. The difficulty of a task depends on a rung of factors including the previous experience of the learner. The complexity of the task, the language required undertaking the task, and the degree of support available.

III．Strategies for using TBLT in English language teaching

A. The advantages of TBLT in English teaching 

1. In TBLT, the students are free of language control. In all three stages (pre-task, while-task, post-task) they must use all their language resources, rather than just practicing one pre-selected item. But in PPP method (PPP: Presentation, Practice, Production) students can give the impression that they are comfortable with the new language as they are producing it accurately in the class. Though they several times repeat it, often through a few lessons later, students will not be able to produce the language correctly or even won’t produce it at all. 

2. In TBLT, a natural context is developed from the students’ experiences with the language that is personalized and relevant to them. But in PPP method, students will often produce the language but over use the target structure so that it sounds completely unnatural. 

3. In TBLT, the language explored arises from the students’ need. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the textbook. So, the students will have a much more varied exposure to language with TBLT. But in PPP method, students may not produce the target language during the free practice stage they find they are able to use existing language resources to complete the task. 

4. The TBLT stresses on language contents rather than the language forms. This method seem very learner-centred, the students spend a lot of time to communicate in the class, full of enjoyment and motivation. But in PPP lessons, teachers teach pre-selected contents mechanically. Students learn mechanically. This method seen very teacher-centred, the students followed the teacher, lost themselves, lacking of activity and energy. 

B. TBLT in English teaching

It is quite common now that when some teachers design the tasks for teaching a lesson. The tasks lose their “task”. They become more like exercises focusing on discrete, aspects of language. For example most of the listening teaching is designed like this. Pre-listening: present some words and ask students to read and learn first. The teacher may give the definitions of the new words. While-listening: play the tape for the first time for the students to listen and get the general idea, and then play the second time, design some true or false or Wh-questions to help students to get the detailed information, then the teacher checks the answers. Post-listening: ask students to retell what they have heard and check again. Both the teacher and student will feel dull and bored by doing these asking, answering and checking.

   When designing a task, teachers need to make decisions about what students  will be asked to communicate about and what skills or abilities the students need to be trained through the task. Many of the tasks included are built around the themes that relate directly to the students’ school or social life that they’re expected to be familiar with. Now the author would like to use TBLT in listening lesson to demonstrate her ideas. The task is to listen to a conversation between an interviewer and a journalist about the danger of taking drugs and ask students to do a report and make another interview to realize the relation between drugs and crimes and stay away from drugs。

1）The Pre-task phase

The purpose is to prepare the students to perform the task in ways that will promote acquisition. We know it is very important to present a task in a way that motivates learners. There are some alternatives which can be tackled procedures in one of the four ways below.

(1)     Supporting students in performing a task similar to the task they will perform in                                         the during-task phase of the lesson.

(2)     Asking students to observe a model of how to perform the task.

(3)   Engaging students to non-task activities designed to prepare them to perform the task.

(4)   Strategic planning of the main task performance.

Activity 1

Present a story with the new words by reviewing the text taught in the previous lesson. Make the words related to each and let students guess what the topic might be in this lesson.

Activity 2

   Listen to the tape—the conversation between an interviewer and a professor talking about the danger of drugs and related crimes. It seems to be a sort of exercise of listening comprehension. But it provides a model as well. Through this activity, students are asked to observe a model of how the task can be performed. Students can be trained by doing the practice in listening, but also get idea about the “ideal” performance of the task, just as willis (1996) suggests that simply “observing”. Others perform a task can help the cognitive load on the learners. Then students are required to pay attention to how the speakers keep their conversations going and some key points, which helps students to identify and analyze the features in the model text and help overcome some communication problems as well.

Activity 3

   Ask students to find out the key points that two speakers use in their conversation and how they use them. Then the students can be given time to plan how to perform the task. The strategic planning may involve the provision of linguistic forms /  strategies for performing the task. The teacher may provide some guidance to help students keep aware of where they should pay attention to. So the guidance may focus students’ attention on form or content.

Another option concerns the amount of time students are given to carry out the pre-task planning. General speaking, 10-15 minutes is quite suitable.

2) The during-task phase

The methodological option available to the teachers in the during-task phase are of two basic kinks. First, there are various options relating to how the task is to be undertaken that can be taken prior to the actual performance of the task and thus planned for by the teacher. These will be called “task performance options”. Second, there are a number of “process options” that involve the teacher and students in online decision making about how to perform the task as it is being completed.

Activity 4

Groups work. Teachers set the task, each group acts a role according to the request below to think and discuss what question to ask and how to answer. This activity can create the information gap between students.

   Group A acts as the interviewer

   Group B acts the professor who has done research on the drugs and crimes for about ten years.

   Group C acts as the drug addict who has taken drugs for three years and has been put into prison for committing crimes.

Group D acts as the police officer who has been dealing with the crime related to drugs for five years.

When the task performance is being carried out, the following three things should be put into consideration.

(1)   Whether to require the students to perform the task under time pressure.

(2)   Whether to allow students access to the input data while they perform the    task.

(3)   Whether to introduce some surprise elements into the task.

Teachers need to set a time limit to encourage fluency rather accuracy when students are carrying out the task. The teacher should allow students to borrow the useful related information from the input data to encourage student’s participation in the task. Especially for those poor learners when they feel speechless. And of course, while discussing, some unexpected questions and answers will come up, for the students’ imagination and creativity have been greatly motivated.

3) The post-task phase

   The post-task phase affords a number of opinions. There are three major pedagogic goals:

(1)  to provide an opportunity for a repeat performance of the task.

(2)  to encourage reflection on how the task was performed.

(3)  to encourage attention to form, in particular to those forms that have been proved problematic to the learners when they performed the task. 

Activity 5

After the students have a heated and exciting discussion, two students are chosen from groups, ask them to interview other students who act as professors, police officers and drug addicts according to their own will. And they are asked to give the proper response according to the roles they play.

It is known that when students repeat a task, their production improves a lot when they’re told to repeat the task publicly in the front of the class. It may increase the communicative stress but it gives students an opportunity to show their ability and their wonderful work, through which they can get the self achievement. 

Activity 6

Evaluation: hand out the questionnaire and let students ask themselves the given questions to evaluate their own performance of the task and the task itself.

Evaluate about your performance in class. Make your marks out of ten.

(1)   How attentive were you?

(2)   How much did you contribute to the lesson?

(3)   How much did you learn?

(4)   How much did you co-operate with your group members?

(5)   Are you satisfied with the activities in this lesson?

30- 40    very good

20- 30    OK

below 20  not very well and need improving

It is very important to get feedback. Students will consider how they might improve to the developing of learning strategies, which are important for language learning and is will help teachers to decide whether to use similar tasks in the future or look for a different type. 

Conclusion

TBLT is a new teaching theory. It has been commonly accepted by most of English teachers. It is necessary to rightly use. TBLT can make contributions to good learning effects. The author thinks that we study in our schools, our education is not just teach them knowledge, we should let them know how to use the language in the future when they leave school. So in the TBLT activities, they will learn how to do things, and how to express their feelings.

Of course, it is difficult to teach with TBLT in our real-life, because our teachers must have much more professional knowledge and skills than before. In addition, teachers also have manipulated them to control the teaching process. Moreover, some students who slow in learning because of their poor foundation in English. When they are in the group activity, they will get into the habit of just listening, and seldom express their own ideas, gradually lost their interest in English learning and eventually bored of the study. To this kind of students, the teacher should encourage them to join in the activity and design proper topics to their level, letting them feel the happiness of success. Like any other teaching approach, TBLT is not perfect and it is not exclusive. Any approach alone does not solve all problems. Any approach alone does not meet all the requirements. So we should combine TBLT with other theories and affect each other to enhance the teaching effects.   

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