Mae Javalde

December 12, 2014 SLS480P

Implementation of TBLT in Teaching Demonstration

Introduction

What is TBLT? Task-based language learning and teaching (TBLT) is a fairly new concept in language

learning in traditional classrooms. It was introduced as a new form of communicative language

teaching (CLT). TBLT was developed because CLT focuses on communicative function and it

lacked focus on linguistic components. Therefore, TBLT became an innovation stemming from

CLT. The main component of TBLT is a task.

Defining task There is no one exact definition of a task. Depending on the researchers, teachers, and

students, task is defined in various ways. Candlin (1987) defines task as a joint activity with

varied cognitive and communicative procedures that develops existing and new knowledge

through collective exploration in the presence of a goal (Samuda & Bygate, 2008). Long’s

(1985) definition of task is focused on the everyday acts of daily living (Samuda & Bygate,

2008). Prabhu (1987) defines task as an outcome based activity which is facilitated by the

teacher (Samuda & Bygate, 2008). And, Skehan (1998) defines task as, “An activity in which:

meaning is primary; there is some communication problem to solve; there is some sort of

relationship to comparable real-world activities; task completion has some priority; the

assessment of the task is in terms of outcome” (Samuda & Bygate, 2008, p62). Skehan's (1998)

definition of task summarizes the key components of what TBLT is. My definition of a task is a

holistic activity based on real-world situations which involves the meaningful and purposeful use

of language that challenges learners’ linguistically and non-linguistically as they progress toward

a goal.

Teaching Demonstration This paper will discuss how TBLT was implemented in my final project teaching

demonstration. The target learners of my lesson were intermediate level ESL students in the

NICE Program at UH Manoa. These learners vary in levels of proficiency and they were placed

at the intermediate level after taking a placement exam. They came from various countries,

mainly Japan and Korea to study and improve on their English skills in Hawaii. The topic for this

lesson was travel, where travel is the umbrella topic for other subtopics related to traveling, such

as making reservations, planning a trip, creating a budget. The topic travel would be a topic used

for different lessons given throughout the semester. The specific travel topic for this lesson was

choosing items to pack in their luggage paying attention to the size and weight limitations of the

airline and backpacking essentials. My lesson’s task sequence includes a pre-task, the main task,

post-task, as well as a brief introduction to the next lesson. The outcomes included linguistic and

non-linguistic outcomes. The non-linguistic outcome was to develop the learners’ planning,

decision-making, and reasoning skills. The linguistic outcome was the use of target vocabulary

(i.e. need, important, necessary) and sentences (This is important/necessary/needed because…).

The students will progress toward the mentioned outcomes in the process of completing the

tasks. This lesson was developed through a multistep process which encompasses curriculum

development.

Assessment

In task-based assessment, task is central to the assessment. According to Long and Norris

(2000), there are six steps to developing and implementing task-based assessment: 1. Identify

and specify the intended use(s) (who uses the information, what information will be used, and

the purpose and consequences of the assessment); 2. Target tasks are analyzed according to task

features (examines the conditions in which real-world features are associated with the target

tasks); 3. Analysis of task features are used to determine test and item specifications; 4. Identify

and specify rating criteria (determines the basis of how to rate learner performance and

achievement of tasks and objectives); 5. the afore mentioned steps to task-based assessment need

to be evaluated for efficiency, appropriacy, and effectiveness to see if the task components can

be implemented for testing or if it needs revision; 6. task-based assessment should should be

validated to determine the validity of test instruments, procedures, information; and if the

intended uses and consequences are justified which affects the students, teachers, and language

programs. Task-based assessment informs the overall effectiveness tasks and whether or not it

can be implemented into a language classroom.“It is the fundamental unit of analysis, motivating

item selection, test instrument construction and the rating of task performance” (Long & Norris,

2000, p. 600).

Curriculum Development Needs Analysis (NA) The crucial first step to effective task-based teaching is a needs analysis. It is important

for a teacher to learn about the students in terms of their learning needs. Once a needs analysis is

complete, the teacher can then design specific tasks that meet those learning needs. My needs

analysis (see Appendix A) asked questions that would allow the teacher to learn about the

students’ backgrounds (background knowledge, proficiency, interests) and language learning

goals. Cowling's (2007) article describes how a needs analysis was used in guiding the planning

of a syllabus for a Japanese business English course.

Cowling cited West (1994) in defining a needs analysis as, “what learners will be

required to do with the foreign language in the target situation, and how learners might best

master the target language during the period of training” (p. 427). This definition touches on

some of the components of TBLT such as using the target language throughout the task to

achieve a specific outcome. Cowling (2007) used various methods of carrying out the needs

analysis such as using questionnaires, interviews, and discussions with the client, as well as

workers. Using a variety of methods and gathering data from different people will give different

perspectives that will improve the quality of the data gathered.

My needs analysis was in the form of a questionnaire and it involved the perspectives of

the students. Which led me to choose travel as broad topic for lessons because the needs analysis

brought me the common interests that the students shared. Students are able to express their

“own needs and anxieties in their own words” (Cowling, 2007, p. 429). I think it is important to

give the students as many opportunities to be agents in their own learning and a needs analysis

gives them the platform to do just that. In allowing them to express their learning needs, the

teacher will have a clearer picture of what he or she needs to do toward planning and developing

the curriculum and syllabus and in guiding the design of tasks.

Objectives and Outcomes After a needs analysis is complete, the teacher has an idea of the big picture of how to

implement tasks into the curriculum. The next step would be to set clear objectives and

outcomes. These objectives and outcomes should be based on the learner’s specific needs.

Samuda and Bygate (2008) mention a key element in deciding on the outcome, “Language

learning tasks are concerned with two types of pedagogical significance: first, that associated

with the immediate outcome, second, that of language development” (p. 69). This says that the

goal of the outcome is not just the end product. The process that students engage in to get to the

end is also important.

In TBLT, both communicative such as non-linguistic outcomes, as well as focus on form

is essential to the outcome. The outcomes in my lesson included a non-linguistic outcome and a

linguistic outcome. The non-linguistic outcome was for students to develop real-world skills

such as planning, decision-making, and reasoning. Students will be practicing these real-world

skills in the classroom, and can apply it outside of the classroom. The linguistic outcome was for

students to use particular vocabulary and sentences. The linguistic outcome is task essentialness,

where a specific linguistic structure is necessary to complete the task. So in my teaching

demonstration, students had to use the target vocabulary and sentences in order to finish the task.

Once the objectives and outcomes are set, then the syllabus can be created.

According to Samuda and Bygate (2008), “task-based learning then is an interplay

between two elements of the syllabus: one that is determined by real-world target need, and

another that it emergent, shaped by the needs of learners as they engage with meaning-focused

pedagogic tasks” (p. 203). When the teacher is able to identify the learning needs of the students,

real-world tasks can be implemented into the syllabus, these tasks then determine the type of

pedagogic tasks that will be implemented in the classroom (Samuda & Bygate, 2008). When

creating a syllabus, the teacher needs to keep the afore mentioned elements in minds as both

elements are critical to the goals of TBLT.

Task Design Task design is also an integral element of TBLT. The teacher should carefully design the

tasks so that it meets the objectives that were set forth which includes attuning to learners’ needs;

that learners’ are using the target language in the process of meaning making; and achieving the

outcomes through the task process. Robinson (2005) explains the Triadic Componential

Framework for task design which “distinguishes the cognitive demands of pedagogic task

contributing to the differences in their intrinsic complexity, from the learner’s perceptions of task

difficulty, which are a result of the abilities they bring to the task as well as affective responses”

(p. 4). Robinson (2005) focuses on complexity which should increase as the task progresses.

Complexity pushes the learners’ cognitively. This cognitive demands leads to greater accuracy

and complexity of target language production; increases the attention and focus on form while

learners are engaged in interaction and negotiation; and cognitive abilities and affective factors

will increase task performance (Robinson, 2005). Therefore, tasks should be sequenced in order

of increasing complexity, so that learners’ cognitive skills are challenged.

Sequencing in task design is related to the task phases. “From a task-as-workplan

perspective, the phasing of a task generally involves breaking down the overall task into a series

of interlocking steps with the aim of making the task more manageable” (Samuda & Bygate,

2008). Each phase is connected to the whole structure of the task, but each phase may differ in it

elicits varying aspects of language production or communicative skills development. What is

important here is that each phase should be designed so that it transitions smoothly to the next

phase. Each phase should have a connection to the proceeding phases, a kind of scaffolding.

Task phases may consist of a pre-task, task, and post-task. In the pre-task, the teacher will

introduce the topic and task for the lesson. The teacher may review concepts and structures from

previous lessons and will introduce new ones. The pre-task stage activates students’ schema. It

elicits students’ background knowledge, and gets them to think about and even predict what will

be next. The task stage is where students carry out the task. Here, it is the objective that the

students will practice their skills as well as produce the target language. Through interaction with

the teacher and other students will negotiate for meaning and use the language to achieve the

objectives (I will discuss more about the task stage in the Discussion section). The post-task is a

kind of review and summary of what was just learned.

Having task phases allows each stage of the lesson to progress toward completion of task.

Phases also helps to develop the complexity of each task. The teacher can refer to the task phases

as a guide during teaching and helps to keep him or her on track. And overall, sequencing task

phases keeps all steps of of the lesson organized.

Since task is central to the TBLT concept, it is important to implement the appropriate

tasks. Shehadeh (2005) mentions two types of tasks, real-world tasks and pedagogic tasks. Real-

world tasks are related to activities that are carried out in activities of daily living like making a

telephone call. Pedagogic tasks are tasks that include language functions and cognitive processes.

Prabhu (1987) introduced three task types, information-gap where it consists of the transfer of

information; reasoning-gap involves constructing information through reasoning; and opinion-

gap there the learning states his or her personal opinion. Each task type can be used for different

purposes, but all are serve a purpose in promoting cognitive thinking and challenges the students

to produce the appropriate form in the target language in order to complete the task.

“Distinguishing different task types is important, as it allows researchers to investigate which

types most effectively promote learning” (Shehadeh, 2005, p. 20).

Discussion

My teaching demonstration required me to take all that I learned about TBLT and apply it

to the implementation of my teaching demonstration. As mentioned at the beginning of this

paper, the needs analysis is probably the most important element to the implementation of TBLT,

second to task. Needs analysis identifies and specifies learners’ needs which informs the teacher

of how to effectively design the task. In my needs analysis, I asked questions that inquire about

the learners’s language backgrounds to better understand they varying levels of English

proficiency. I also asked questions about their learning goals which informs me of their purpose

for taking the class. The last question in my needs analysis asked them to describe their personal

interests which allows me to design real-world tasks based on those interests.

According to the task-based curriculum cycle, task selection and sequencing follows the

needs analysis. I chose my topic, traveling based on my needs analysis. Traveling seemed to be a

common interest shared my the students. I chose materials that were appropriate and useful for

the purpose of the task. My material included, a powerpoint presentation which provides visual

representation of the topics, concepts, and target language; I also used printed handouts on which

students can practice their writing skills in addition to reading, listening and speaking. Then, I

designed tasks based on real-world activities relate to traveling like making reservations, packing

luggage, planning the trip, etc. For my lesson I used packing luggage as the central activity to the

task. In the pre-task, I introduced the topic by showing students pictures related to traveling. This

activated their schema and focused their attention to the upcoming tasks. I asked a couple of

students to share their travel experiences. Having students talk about their personal experiences

can bring out a rich amount of language as they explain and describe them. And, they are more

inclined to share because it has a personal connection to their lives.

Next, I introduced the task. I explained the scenario which was that they were packing for

a backpacking trip which required them to choose essential items because of the limitations of

airline luggage regulations as well as the physical requirements of walking long distances.

Backpacking is a minimalist way of traveling, so quality is better than quantity. The task-types

for this task was from Prabhu (1987), which are reasoning-gap and opinion-gap. The task

required students to state their personal opinions about which item they chose. And with their

own opinions, they provided reasons as to why they chose those particular items.

This task stage is the focus of TBLT. Here, the students are engaged in real-world tasks

which allows them to be challenged linguistically and non-linguistically as they use the target

language to negotiate for meaning toward achieving the outcome. This stage is dynamic. The

students are engaged in interaction with each other as they discuss the possibilities. Students are

negotiating for meaning which refers to, “the turns of talk which speakers check the clarity and

understanding of their own and each others’ messages, particularly at points when there appears

to be breakdown or misfire in communication” (Samuda & Bygate, 2008, p. 116). As the tasks

increase in complexity, interaction also increases. According to Robinson (2005), this facilitates

shared attention to language and the collaborative nature of the interaction leads to greater

amounts of input and output which facilitates attentional and cognitive processes. Barnes (1987)

also mentions that this kind of interaction elicits exploratory talk which encourages learners to

formulate and reformulate concepts and engage in understanding of the material (Samuda &

Bygate, 2008). Gonzalez-Lloret (2003) explains that interaction focuses attention to linguistic

constructions. “Learners are most likely to notice linguistic form during interaction, and that the

most useful interactions are ‘those which help learners comprehend the semantics and syntax of

input and which help learners to improve the comprehensibility of their own linguistic output”

(Gonzalez-Lloret, 2003, p. 87).

The teacher also has an important role in cementing students’ knowledge and providing

feedback which can increase the noticing and uptake of linguistic form. Throughout the task, I

went to each group and interacted with them. The role of the teacher here is to facilitate the

conversation as well as provide feedback in which the students can use to reformulate their

language output. The types of feedback I gave were in the form of recasts, where I implicitly

corrected incorrect language output. I also put focus on the target vocabulary by asking questions

and responding to the students’ comments. Questions like, “Why do think this item is necessary

for traveling?” and comments like, “So you picked this because you think it would be important

when you travel”. Samuda's (2001) study explained the facilitative role of the teacher. “Teachers

can engage with students’ autonomous work on tasks as a means of focusing attention on the

target language features” (Samuda & Bygate, 2008, p. 144). The teacher needs to use what

Carless (2004) describes as “pragmatic judgement” whether to intervene during the task or to

allow students to be autonomous.

My lesson ended with a post-task. In the post-task students needed to complete a writing

assignment using the particular linguistic forms that they learned and used in the previous task.

The post-task allows learners to summarize and review what they have just learned. Here, the

teacher can assess whether or not students were able to grasp the skills and linguistic concepts

that were taught. The writing assignment also allows the teacher to assess students’ linguistic

accuracy. This can determine whether more lessons need be implemented to review and revisit

particular linguistic forms. After the lesson is complete, assessment and evaluation need to be

done to check the effectiveness of the lesson and whether the task was achieved.

Conclusion

In my teaching demonstration I had two students who did not agree on one item. One

student thought it was necessary and the other student thought that the item was unnecessary.

Each student explained their own reasons as to why they needed or did not need an item. The

students became engaged in a debate over that item and the teacher used this as a learning

moment not just for the two students, but also for the whole class. I think this is the beauty of

TBLT, that even though the students may not necessarily be using the target linguistic forms,

students were interacting in the target language and they were practicing real-world skills such as

decision making and reasoning. The students were able to negotiate and manipulate the target

language to increase their understanding of the meaning of the concepts being learned. It is these

moments that students are attuned to their own learning. These moments are learning moments.

Research has shown that TBLT has the potential to be an effective way to teaching and

learning a language. “Task-based language teaching (TBLT) proposes the use of tasks as a

central competent in the language classroom because they provide better contexts for activating

learner acquisition processes and promoting L2 learning” (Shehadeh, 2005, p. 15). It is an

innovation that can be an alternative to traditional language teaching. Having a balance between

a focus on communicative elements and linguistic functions benefits learners in all areas of

learning. Although it has its limitations, TBLT challenges learners to practice real-world skills

while using the target language in a purposeful and meaningful way to achieve an outcome and

that learners can use what they have learned in the classroom and apply it to their lives beyond

the classroom walls.

References Cowling, J. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes, 26, 426-442. Gonzalez-Lloret, M. (2003). Designing task-based call to promote interaction: En busca de esmeraldas. Language Learning and Technology, 7(1), 86-104. Long, & Norris. (2000). Task-based teaching and assessment. In (pp. 597-601). Mochizuku, N., & Ortega, L. (2008). Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativizaition. Language Teaching Research, 12(1), 11-37. Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL, 1-32. Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan. Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications.

Appendix A: Needs Analysis 1. What is your first language? second? third? List by proficiency (i.e. 1. English (mother

tongue), 2. Korean) 2. How often do you use English outside of school? 3. What is/are your reason(s) for taking this class? 4. What do you hope to learn from this class? 5. What are your goals for this class? 6. Tell me about yourself. What are your hobbies? Interests? 7. Do you have any questions or comments regarding the class?

Appendix B: Post-task

Answer the following questions: Which items did you choose? Did not choose? Why

Use the example sentences given.

I need this (item) because… This item is necessary because… This item is important because…

I do not need this (item) because… This item is unnecessary because… This item is not important because…

Appendix C: Next Lesson

Topic: TSA Regulations

Outcomes: Linguistic: negatives (i.e. no, not, shouldn’t, can’t, don’t)

Non-linguistic: expressing prohibition