GONZALO MENA - 3ro 1ra

TASK BASED LEARNING

1- Why did Willis and her colleagues decide to investigate this topic? What did
they notice?

They began their research because they realised that very few students finished
their English courses -which would focus mainly on form- with adequate
communication skills.

2- How does the task- based framework differ from a PPP cycle?

The difference lies in the fact that the focus on language form (accuracy) comes
at the end. The stress falls on the communication task - on meaning, rather than on
form.

3- What is the definition of ‘task’ Willis provides? What distinguishes a task from
any other type of activity?

It’s a goal-oriented activity in which learners use language to achieve a real

outcome, the main focus of which is meaning. This is the ultimate characteristic that
distinguishes a task from any other activity. Hence, activities which are pre-scripted,
where there is no outcome or purpose other than practising pre-specified language are
certainly not tasks as here the focus is on form and accuracy. .

4- How can we summarise the TB framework?

Provision of opportunities for real and genuine interaction in the target

language, full of value and focused on meaning and fluency.

5- Are tasks sufficient on their own? Which can be a drawback according to

Skehan?

According to Skehan, learners may disregard accuracy for the sake of fluency.
Also, students may become skillful and complete the tasks using the least amount of
language possible.
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6- ‘The variety of language we use, the, depends on the circumstances of

communication’. Expand on this idea.

The variety of language we use depends on the context and the circumstances
under which the communicative situation takes place. A distinction has been made
between public use and private use. The former takes place in pairs or small groups; it’s
spontaneous and ephemeral, the focus being fluency and getting meanings across
somehow. Conversely, the latter refers to the language used while talking to a whole
class or in writing; it’s planned and rehearsed, the focus being fluency, accuracy and
organisation.

7- Summarise the task framework and explain the teacher’s role/s in each of
them.

PRE-TASK

The teacher provides the context in which the task is immersed (brainstorms
ideas with the class, uses pictures, mimes or narrates a personal experience to
introduce the topic, highlights useful words and phrases, etc).

THE TASK CYCLE

The teacher takes a secondary role (monitor, helps students to formulate what
they want to say, makes suggestions).

FOCUS ON FORM

The teacher sets some language-focused tasks (consciousness-raising activities)

and reviews the analysis with the whole class.

8- What is the aim of the focusing stage?

The aim is helping students explore language and develop an awareness of

certain features of the language. It’s the time for exploration and discovery.

9- Is this framework a flexible one? Why? Why not? Provide an example.

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It’s a flexible framework because the stages may be altered at the discretion of
the teacher, depending on the needs and background of the students. For instance, with
ESP students who require a reading-only knowledge, the tasks set would be based on a
text in the target language, and could be discussed and reported in L1.

10- According to Willis, how does this TBL framework fulfil the conditions for
learning? List and briefly explain the 4 key conditions for language learning as proposed
by the author.

● EXPOSURE TO A RICH BUT COMPREHENSIBLE INPUT OF REAL LANGUAGE

● OPPORTUNITIES FOR REAL USE OF THE LANGUAGE
● MOTIVATION
● FOCUS ON LANGUAGE FORM (INSTRUCTION - DESIRABLE).

The TBL framework fulfil the conditions for learning because:

➔ The TBL framework gives students opportunities to use language to express what they
want to say (OPPORTUNITIES FOR REAL USE OF THE LANGUAGE)
➔ The goals of the task provide the main motivation, which involves working towards a goal
(e.g. solving a problem). Success in completing the task is in itself a motivating factor.
(MOTIVATION)
➔ In the task framework, there’s a natural focus on language form. Analysis activities cast
students into the role of “text investigators”, where they work free to make their own
discoveries which they will be able to apply at some later time. (FOCUS ON LANGUAGE
FORM).