also thank Masters students at Birmingham and Aston Universities who, through their assignments and research, have given us useful insights into classrooms all over the world and demonstrated how TBT can work in practice.
Several people – whose names we do not know – read various early outlines and drafts of chapters and commented thoughtfully and constructively on many aspects, helping us to reshape and fine-tune the contents. Steve Mann gave us detailed feedback on the last four chapters, which certainly clarified a few issues for us, and helped to make the final version more readable. Roger Hawkey kindly wrote a short section on testing for our final chapter. We are very grateful to you all and just hope that we have done justice to your suggestions.
Many other people, including former colleagues from Aston University and the University of Birmingham, have helped and encouraged us in many ways. Thanks to all of you, too.
INTRODUCTION
Doing Task-based Teaching has been written for language teachers who want to gain a better understanding of how task-based teaching (TBT) works in practice. It aims to give beginner teachers the confidence to start using tasks in their lessons, and help experienced teachers to widen their repertoire of tasks and task sequences. It draws on the classroom experiences not only of the writers themselves, but of over 30 teachers in twelve different countries. These committed teachers have sent in examples of tasks they have designed and used successfully in their lessons. In the book we take further account of the realities of the classroom by looking at ways of combining a task-based approach with current coursebooks.
Chapter 1 begins by exploring some commonly held views on TBT and addressing some common misconceptions. It distinguishes between approaches that begin with a focus on grammatical form and those that begin with a focus on meaning, and looks at the principles that underpin them. It explores the meaning of the term ‘task’ and argues that a teacher-controlled focus on grammar should come at the end of a task cycle.
From Chapter 2 onwards, the emphasis is very much on doing task-based teaching.
Chapter 2 describes four practical sequences of meaning-focused activities leading to a focus on form. These sequences are used to illustrate a coherent and accessible explanation of some basic theories and principles behind TBT.
The next three chapters (3, 4, and 5) focus on designing tasks. They illustrate a variety of different task types, and look at ways of grading, appraising, and evaluating tasks. For each task type, there are examples of specific tasks used in classrooms round the world, as described by the teachers who used them. There is detailed advice on generating effective tasks for different levels of learner and on integrating reading and writing activities.
Chapter 6 distinguishes between a focus on language in use and a focus on form in isolation. It explores stages in a task cycle where learners are naturally concerned with improving their language and becoming more accurate (language focus). Turning to a focus on form, the chapter illustrates how different items can be identified and taken from the language of the spoken or written texts associated with a task sequence and used as the basis for form-focused exercises. Many examples are given and there is advice on finding and creating texts and preparing for examinations.
Chapter 7 looks at typical classroom discourse and explores how far it can be extended to reflect the language used in the discourse arenas of the world outside. The use of tasks opens up a far wider potential for real-world language use, especially when teaching students with specific needs. This chapter describes ‘real-world’ tasks that incorporate everyday English and electronic communication. It lists typical features of spontaneous spoken English, examples of which can be brought into the classroom. It acknowledges the difficulties in dealing with variable social dimensions and illustrates task sequences leading to role-plays designed to highlight the social dimension. Finally, it explores the roles of a TBT teacher – as a manager of discourse as well as a purveyor of knowledge.
Chapter 8 illustrates ways of adapting and refining tasks to tailor them more precisely to the needs of specific classes, to make them more engaging and to guard against minimal participation by less motivated learners. Planning a task-based lesson involves making decisions about pre- and post-task activities, the outcome, interim goals and structure of the task, interaction patterns and the degree of accuracy, and/or spontaneity. The chapter also illustrates the need to devise very clear instructions. Each of the seven broad parameters in task design is further broken down into specific aspects that can be adjusted or ‘tweaked’ in different ways. Readers are encouraged to experiment by changing one such aspect to see what difference it makes in their lessons and to plan a small-scale action research project.
Chapter 9, on task-based syllabus design, outlines the problems with starting from an itemized language-based syllabus and looks at different meaning-based approaches to syllabus design. It discusses task-based syllabuses for the design of ESP, general, examination, and coursebook based courses, as well as courses based on learner outcomes or ‘can do’ statements. Starting with topic lexis is essential to facilitate task-based interactions, and the problem of integrating systematic language coverage in TBT can be solved through use of a pedagogic corpus. Finally, there is an explanation and summary of a set of procedures for syllabus design.
Chapter 10 takes up the most frequently asked questions about TBT that have not already been answered in the first nine chapters. It begins with a summary of the most commonly reported problems with TBT, and then responds to questions that arise out of these problems, such as integrating TBT into the prescribed coursebook. It looks at ways of turning textbook activities into tasks, making time to do tasks in class, dealing with large classes, stimulating unmotivated and unwilling learners, combating overuse of L1, and handling mixed ability classes. The chapter includes much advice from the teachers who contributed tasks and it ends with their most useful tips for teachers who hope to implement TBT in the future.
Reader activities are included at intervals throughout the book and follow-up activities and further reading appear at the end of most chapters. These activities aim to help readers to reflect constructively on what has gone before or to prepare for what is coming in the next section. There are also activities of a more practical nature, applying the ideas in the preceding section to the reader’s own teaching context, for example, designing a specific task and writing task instructions for a class of their own, planning a task-based sequence, identifying useful language features in a text, and designing form-focused exercises for those features. Many activities could be used to promote constructive discussion or provide the basis for written assignments on teacher training programmes.
The Appendices include lesson plans and commentaries for tasks, projects and scenarios, tape-scripts, a sample course outline, and a sample handout that can be used in a workshop on task design. The aim is to supply teachers with enough data so they can adapt and try these tasks out with their own classes and plan their own form-focused materials.
Note on terminology
The book is entitled Doing Task-based Teaching and we have on the whole used TBT as the short form to refer to task-based teaching. Of course, where teaching goes on, learning does, too – or so we hope! The reader will, therefore, find TBL used from time to time, particularly when we are quoting from the work of others.
Dave Willis and Jane Willis, Kendal, Cumbria,
