Seminar: Neuere Entwicklungen im Englischunterricht

WiSe 2013/14
Dozent: Herr StD Dr. Theis

Große Hausarbeit
Wortzahl: 5144

Titel:

TBLT in practice:
The task-based language teaching approach

Verfasserin: Sarah-Louisa Pavel

Email: sarahlouisapavel@googlemail.com
Fachsemester: 9
Studiengang: Englisch und Kunstpädagogik (L3)
Matrikelnummer: 5064300

Rinteln, 23.08.14

 
 
 Table of content

1. Introduction 2
2. The basic concept of task-based language teaching (TBLT) 3
2.1 What is a task? 5
2.2 Types of tasks 6
2.2.1 Listening 7
2.2.2 Ordering and sorting 7
2.2.3 Problem-solving 8
2.2.4 Comparing and contrasting 8
2.2.5 Story-telling 9
2.2.6 Projects and creative tasks 9
3. The task-based framework by J. Willis 9
3.1 The pre-task and the role of teacher 10
3.2 The task cycle 11
3.2.1 Planning stage and the role of teacher 11
3.2.2 Report stage and the role of teacher 12
3.3 Language focus phase and role of teacher 12
4. TBLT- sample lessons 14
4.1 Sample Lesson I 14
4.2 Sample Lesson II 15
4.2.1 Sample lesson II & Hessian curriculum 17
5. Conclusion 19
Works cited 20
Appendices

Plagiatserklärung

 
 
 1. Introduction

There are different traditional approaches to foreign language learning and teaching.
These didactic models usually implicate that the teacher controls the classroom
activities as well as the learning process throughout the whole lesson.
New developments in English classes have brought up different approaches to
foreign language teaching. Within these communicative approaches, task-based
language teaching has to be mentioned and is the object of my term paper.
Task-based language teaching, also called TBLT, is an approach, which encourages
learners to communicate actively in the target language.
This term paper aims to examine the function of TBLT with a focus on the role of
the teacher. I chose the TBLT framework by Jane Willis (1996), therefore I follow
her labeling and setting in this paper (s. table 1)
As a first step, it shall be given a short background of main guiding principles of
task-based language teaching. Since TBLT focuses on tasks, it will be examined
what a task is and what types of tasks are available for teachers. Furthermore, the
different stages of Jane Willis’ framework and the role of the teacher within each
phase will be examined.
From this follow two lesson plans, which will make clear how TBLT is used in
classroom.
Finally, the conclusion intends to give a brief reflection of TBLT’s effectiveness and
what demands and options it implies for teachers and students.

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 2. The basic concept of task-based language teaching (TBLT)

Task-based language teaching (TBLT) is a didactic principal used in language

teaching classes. Task-based language teaching focuses on the use of authentic
language and on asking students to do meaningful tasks using the target language.
The tasks that students do are primarily based on its outcome not on language
accuracy. Such tasks can include visiting a shop to simulate a sales conversation,
negotiating a contract or deal, having a talk show or court situation. The main idea of
TBLT is that students develop confidence in speaking and general fluency in the
foreign language without focusing mainly on linguistic rules.
TBLT was popularized by Dr. N.S. Prabhu, in India. Prabhu found out that his
students could learn a second language (L2) as easily when dealing with non-
linguistic problems as when they were concentrating on specific linguistic questions
(Harmer, 2001: 86). Prabhu’s findings on how learners of L2 learn L2 have been the
starting point for TBLT in language classes today.
Before I explain what tasks in TBLT mean and before I introduce you to Jane Willis’
framework of TBLT (s. table 1), it is necessary to take a closer look at successful
foreign language learning.
Willis (1996) describes that in order to learn a foreign language it is necessary to
have many opportunities to communicate in the target language without being
expected to be perfect. Language lessons that consist of written language at sentence
level, reading and hearing scripted dialogues brings no guarantee of success
(Willis, 1996: 4).
Furthermore, Willis (1996) states that even if particular language pattern are drilled
and tested in exams based on grammar, they do not make learners a better L2
speaker. Students, especially those having problem with one specific pattern, may
master the grammar problem in a test, but when it comes to expressing themselves
freely they tend to do the same error again (Willis, 1996: 5). It is therefore not true
that learners are able to use the grammar rules, which were introduced to them in
class, easily when it comes to actual communication. Willis (1996) says that students
must learn to use the language freely to gain confidence, even if this means to make
a lot of errors (Willis, 1996: 7).

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TBLT gives student the opportunity to experiment more freely with the spoken and
written target language. By working on a pragmatic task, that has no connection to a
linguistic pattern, learners practice their language fluency unconsciously.

Table 1: Components of the task-based learning framework adapted from

Willis (Willis, 1996: 38 cited by Thaler, 2012: 81)

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 2.1. What is a task?

I have explained what TBLT is about and it has become clear that tasks, which the
students are asked to do, are of great importance. Speaking of finding a definition for
“task” it must be acknowledged that in neither research nor language pedagogy there
is complete agreement about a clear definition of a task (Crookes, 1986: 1 cited by
Ellis, 2009: 2).
According to Ellis (2009), a task has four main characteristics:
a.) A task involves a primary focus on (pragmatic) meaning (by simulating real-
world situations). A task can be best describes as an activity that encourages
learners to use language with the emphasis on meaning, so that learners get
provided with information which will help them in their own learning
(Ellis, 2009: 9).
b.) A task has some kind of ‘gap’, i.e. an information-, opinion- or reasoning-
gap. By choosing a certain type of task the teacher stimulates this gap. I will
explain the different types of gaps and task varieties in 2.2. Types of tasks.
The gap motivates the learner to actually use the target language instead of
closing the gap. A task involves any language skills like listening, reading or
producing oral and written texts. However, a task is more like a work plan,
which sets a plan for learner activity. This can e.g. take place in form of
teaching material. The actual activity of the learner can but must not match
the intended former plan (Ellis, 2009: 9).
c.) The learners choose the language needed to complete the task (by
experimenting and using a language freely). The language used to fulfill the
outcome of the task is not specified, so learners will more likely choose the
form of target language that is most helpful for them to achieve the aim of the
work plan. (Ellis, 2009: 9). It is significant for a task that a task seeks to
develop foreign language proficiency through communication, which means
learners are engaged to use the language mainly pragmatically. The actual
spoken language can be negotiated in classroom by teachers and students
(Ellis, 2009: 10).
d.) A task has a clearly defined, non-linguistic but pragmatic outcome. The
outcome of the task is the learner’s goal of the activity.

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 Since the task includes, meaningful, pragmatic activities, learners are
engaged in a language activity close to those in the real world. The
communication performed by learners in a task reflects real world
communication (Ellis, 2009: 9). Still, a task requires the learner to use
cognitive processes such as selecting, classifying, ordering, reasoning and
evaluating information while working on a non-linguistic outcome. These
processes influence the language of the learner, but do not determine it
(Ellis, 2009: 10).

It is important to distinguish between the outcome and the aim of a task.

Ellis (2009) describes that the “outcome” refers to the pragmatic result that
the learner has achieved when successfully finished the task (Ellis, 2009: 8).
This could e.g. be a ranking list or a completed puzzle.
The aim refers to the pedagogical purpose of the task and to the use of
meaning– focused language (both receptive and productive) (Ellis, 2009: 8).
Nunan’s definition of “task” sounds similar: A task is a pedagogical piece of
classroom work, which is a communicative act with clear beginning, middle
and end. It involves learners in comprehending, manipulating, producing or
interacting in the target language. The intention of a task is to convey
meaning rather than to manipulate form (Nunan, 2006: 4).

2.2 Types of tasks

When it comes to designing TBLT lessons teachers will soon notice that it exists a
great variety of task types they can choose from. It is important to have a look at
them at this point.
Prabhu (1987) distinguished three principal tasks; namely (a) the information- gap
activity (transfer of given information from one person to another), (b) the reasoning-
gap activity (articulating a personal preference or response) and (c) the opinion- gap
activity (deriving new information from given information through process of
inference) (Prabhu 1987: 46-47 cited by Nunan, 2006: 57).

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This term paper introduces six types of tasks that relate to the typology of task types
proposed by Pattinson (Nunan, 2009: 57): (1) the listening-task, (2) the ordering and
sorting-task, (3) the comparing and contrasting-task, (4) the problem-solving-task,
(5) the story-telling-task and (6) the projects and creative tasks.
Reasons for selecting a certain task may differ depending on the context and the
students. All types of tasks can involve cognitive processes like listening, reading,
speaking or writing, although they trigger different interaction and learner
involvement (Müller, 2011: 89-90).

2.2.1 Listening

A listening task seems to be very unimaginative, but in fact a listening task involves
a lot of speaking. One learner explains while the other ones listen. In practice a
listening task could be held in form of an interview, students asking each other or
outstanding people questions or doing a brainstorming in pairs or small groups. One
part is speaking freely by using his/her own words in the target language and the
other part is listening and taking notes on what is being said. The outcome could
possibly be a list of information, a draft of a mind map or even an article or interview
(Willis, 1996: 26).

2.2.2 Ordering and sorting

Ordering and sorting tasks involve all kinds of processes that ask learners to rank
items to personal or specified criteria. Students bring items, actions or events in
chronological order, classify items in different ways or categorize items in given or
ungiven groups (Willis, 1996: 26). An outcome of an ordering and sorting task could
be a ranking list or a picture story.

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 2.2.3 Problem-solving

Problem-solving tasks deal with problems learners are asked to solve. It can not be
denied that problem-solving tasks are more demanding upon the learner’s intellectual
and reasoning powers. Depending on the complexity of the problem they can be
quite challenging, but learners are often very engaged and satisfied to solve the
problem (Willis, 1996: 27). An easy sort of a problem-solving task would be a short
logic puzzle. A more challenging, real-life problem could involve evaluating a
solution, comparing alternatives for an existing problem in the world or expressing
hypotheses (Willis, 1996: 27). Often problem-solving tasks are based on extracts
from texts where learners must predict the ending or put pieces and clues together to
guess it.
The sample lesson II (s. 4.2 Sample lesson II) is based on a problem-solving task
about the real-world problem “refugees in Lampedusa”. Students are asked to take
different positions of involved people and are asked to come up with a solution that
would best serve their personal situation. During the following talk show a
representative of each position has to explain his/her solution for the problem and
may try to convince other representatives.

2.2.4 Comparing and contrasting

Of course this task involves actions of comparing or contrasting information.

Students are asked to compare information in order to either identify common points
or differences by matching and relating specific points to each other. They find
similarities and things in common or differences that can be set in contrast to each
other (Willis, 1996: 27).

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 2.2.5 Story-telling

This task encourages learners to talk and share stories, either about their own
experiences and stories or let students come up with fictional stories. In any case, this
task is about sharing true or fictional experiences with others. The interaction
resulting from this task is close to a casual conversation and is less outcome-
orientated than other tasks (Willis, 1996: 27).

2.2.6 Projects and creative tasks

Learners doing a creative task are mostly working in pairs or groups on a project,
which allows them to do some kind of freer work. Sometimes the task is also done
outside of classroom, when students need to do some kind of research out-of-class.
This type of task also tends to involve other types of tasks e.g. while doing an
interview with someone for a research project students do a listening-task as well
(Willis, 1996: 27). There is a bright amount of creative tasks teachers can introduce
to their students such as creative writing of stories, essays or even a books, as well as
script writing for a role play. Since creative tasks are freer than others they tend to be
more time-consuming, too and might not be manageable in one lesson. A creative
task can be extended into a big project, which outcome can also be published and
made accessible to an audience beyond the class- or school-environment
(Willis, 1996: 27).

3. The task-based framework by J. Willis

According to the task-based-language framework that was invented by Jane Willis

(s. table 1) a TBLT-lesson consists of three major stages: the pre-task, the task cycle
and the language Focus.
The pre-task gives a quick access to the topic, which is to be explored by the
students. It usually includes a short task activity. The teacher helps the students to
understand the theme and objectives of the task.

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The pre-task is followed by the task cycle. In other frameworks the task cycle was
also called the while- or during- task. Since I present the task-based-framework by
Willis (1996) I refer to her name of task cycle. The task-cycle can be seen as the
main task and consists of the planning phase and the actual report phase. It contains a
learning process of planning, drafting and rehearsing (Willis, 1996: 58). During the
planning phase learners discuss and work out their findings and prepare their
presentation. During the following report phase students present their findings,
exchange written reports or discuss and compare their outcome (Willis, 1996: 38
cited by Müller-Hartmann and Schocker-von Ditfurth, 2011: 92).
After students have presented their outcome to the class, a feedback or evaluation is
given in the language focus. It is split up in two parts: Analysis and practice. The
language focus phase has three major pedagogic goals: (1) it provides a possibility to
repeat the performance; (2) it give students the chance to reflect on the performance
outcome and (3) it sets attention on form, especially on those forms that proved to be
problematic for the students during the task cycle (Ellis, 2009: 258).
The TBLT framework ends after the language focus phase.

3.1. The pre-task and the role of the teacher

The pre-task is usually the shortest stage in the framework and shouldn’t last longer
than 20 minutes depending on the learner and the type of task (Willis, 1996: 42). The
main intention of the pre-phase is to introduce the topic to the students and to help
learners define the topic area. Depending on the topic students need more or less
clarification and support from the teacher at this stage.
According to the question which task type functions best as a pre-task it can be said
that the topic can be easily introduced by a shorter type of task e.g. a comparing-task.
A creative-task would be too time-consuming and labor intensive at this stage
(Willis, 1996: 42).
The second step after introducing the topic to the students is to introduce the topic
language. Learners are supposed to identify words and phrases that will be helpful
during the pre-task but also outside the classroom.

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It is important to understand that it is not about teaching large amounts of new
language or particular grammatical structures at this point, but to prepare students
best for the pre-task and provide them with a “safety net”, in case they need it during
the task cycle (Willis, 1996: 43).
Pre-task activities can be seen as a warming up for the task cycle sequence, which is
why it is important that all learners are getting involved and instructions are made
clear und understandable by the teacher. The pre-task gives the learner the chance to
get interested in the topic and to understand the necessity of the pre-task in terms of
the upcoming task cycle (Willis, 1996: 43). Practically, it is necessary to choose a
pre-task that deals with the same content of the task cycle. This way the pre-task is a
quick, but effective preparation to introduce the topic to the learner.

3.2 Task-cycle

3.2.1 Planning stage and the role of teacher

The planning stage takes place after the pre-task is completed and is the central part
of the task cycle. During this phase learners work on a type of task in pairs or groups
and then plan their reports.
It is very important that at this stage the teacher waits until he is being asked instead
of interfering the students’ work flow. The teacher’s role is that of a language
adviser. The teacher may help students shape their meanings and express themselves
more exactly, but the students should do the main planning. Only by doing the work
as a group or team learners maximize their learning opportunities properly
(Willis, 1996: 56-57).
The planning stage gives learners the opportunity to prepare for the challenge of
going public in the target language. It is therefore very important that students have
enough time and support to check language and grammar. Support does not mean
that the teacher tells the students what to do or say, but the teacher should make sure
that students can get the help they need, e.g. learners should have access to
dictionaries, internet or literature in order to do research, find words or be able to
check meanings and spellings (Willis, 1996: 58).

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 3.2.2 Report stage and the role of teacher

The natural conclusion of the task cycle is the report stage. It contains slightly less
learning opportunities than the planning stage, but is still necessary to complete the
learning process of the task cycle (Willis, 1996: 58).
Depending on the level of the learners and the type of task a report can be very short,
e.g. only 20-30 seconds long. Depending on the type of task a report can involve an
oral or a written presentation.
Since students are learners of L2 (or L3) they will make grammatical errors and
come up with strange wordings while presenting their reports.
This is fine, because at this point it is not linguistic accuracy that is of importance
(this will take place during language focus). What matters is the fact that students
offer the best they can achieve at that moment and don’t get frustrated or even afraid
of presenting their outcome (Willis, 1996: 59).
Willis describes the role of the teacher during the report stage as that of a
chairperson; the teacher may introduce the topic of the presentation, sets a purpose
for listening to the rest of the class, and may nominate the speaker and sums up the
end (Willis, 1996: 59).
Since the report phase is about the pragmatic outcome of the task, the teacher should
respond in a very serious and encouraging way to the students’ results. Positive
reaction helps increase students’ motivation, boost their self-esteem and encourage
them to greater effort next time (Willis, 1996: 59).

3.3 Language focus phase and the role of teacher

Willis’ model ends with the language focus. It is that kind of stage that focuses on
form. Before it will be explained what this stage is about, I have a look at the prior
activities. What happened before language focus? A task has been completed;
students have planned and reported their work. All learners have achieved a non-
linguistic outcome. These stages of the task cycle also offer already opportunities for
language focus, although this is not with focus on form.

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Learners begin the cycle by doing a task e.g. a group discussion. Later they are asked
to share their findings about the discussion with the whole class. But before they can
do that, they are given time for a planning stage. While spending time on preparation
for the public report, students will certainly spend time on language focus
(Willis: 116). During pre-task and task cycle students think about language in a
context of a task-based activity. They achieve help by asking each other or
consulting grammar book, dictionaries or the teacher (Willis, 2012: 133).
Focusing on language during planning stage can be supplemented by the teacher. By
asking the students to write something down e.g. to take notes to summarize their
discussion, the teacher supports focus on language (Willis, 2012: 117).
Writing allows students to think about language, so in order to increase the
likelihood of a focus on form teachers are asked to let students fulfill written work
(Willis, 2012: 117).
What follows now is a focus on linguistic accuracy, which takes place in the last step
of every task sequence, during language focus phase. Focus on language form occurs
when a teacher isolates particular forms for study and starts to work with them
outside the context of a communicative activity (Willis, 2012: 114). Learners think
about grammatical features and language under the teacher’s supervision. The
teacher makes specific language feature noticeable and memorable for the students.
(Willis, 2012: 132).
A possible next step could be that learners go on and e.g. do some work in their
grammar books or look for same grammatical features in other texts
(Willis, 2012: 40). Finally, it can be useful to set tests based on the language feature
students have focused on in those sequences. During form-focused activities the
teacher may correct the students and intervene to avoid fossilization and in order to
motivate learners (Willis, 2012: 133).

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 4. TBLT- sample lessons

4.1 Sample lesson I

This sample lesson is called “My life in 10 years’ time” and introduces and practices
the two future forms (will-future and going-to-future). This sample lesson is a great
example of how to teach grammar to students using TBLT (Thaler, 2012: 80-81).

(1) During the pre-task the teacher shows the students a short science-fiction film or
asks them what they think their life will be look like in 23 years. Next step is that the
teacher asks a question using the going-to future form e.g. “Are you going to do
similar things to the ones we just watched in the video?” Students answer but receive
no correction yet (Thaler, 2012: 80).
(2) During the task cycle students work in small groups. They are supposed to talk
about their lifes in 10 years’ time. The teacher helps to start the conversation by
putting questions like “What will be different in ten years’ time? What are you going
to work? What will the world look like in 10 years?” etc. The teacher circulates and
listens but does not correct any language (Thaler, 2012: 80).
During the planning phase students are asked to prepare a short summary of their
discussion to report to the class. They are supposed to take notes and to decide on a
spokesperson (Thaler, 2012: 80).
The spokesperson presents the report during the following report phase. The rest of
the class has to listen carefully because after hearing all the reports they are asked to
decide which group foresees the greatest changes. The teacher will now ask students
which person will change most, which innovations and problems will be most
significant or decisive (Thaler, 2012: 80).
(3) After the students have completed the task cycle the teacher collects sentences
from students’ summaries with will-future form and going-to-form. The teacher
makes clear all students understand the sentences’ meaning and explains then the
rules of both two future forms. Next step is that Students look for other examples
from their reports (Thaler, 2012: 80).

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To practice the new linguistic feature, students are asked to correct their reports with
regard to future forms. They can also be given additional written practice in the
target language (this is also a good homework). During the language focus phase the
teacher corrects all linguistic mistakes, because the focus is on accuracy now (Thaler,
2012: 81).

4.2. Sample lesson II

This is a TBLT- lesson plan that I designed during my teaching practice at the
Gymnasium “Walter von der Vogelweide” in Bolzano, Italy. The task cycle is based
on the task type problem-solving (s. Appendix I, lesson plan II). It deals with a real
world issue within the EU, which I thought would make a challenging and current
problem for the students to solve. The topic of the lesson was Refugees in
Lampedusa.
I would suggest holding this lesson in grade 10. Students in grade 10 should be
mature enough to see the big picture and understand the society issue correctly.
Furthermore does this task sequence refer to the topics and skills that are supposed to
be approached in grade 10 (E1/E2 Einführungsphase) referring to the Hessian
curriculum (s. 4.2 Lesson plan II & Hessian curriculum).

(1) In the pre-task phase students are supposed to explore the topic by watching a
video about the situation on Lampedusa. Showing a video to introduce the students
to the migration problem is effective. The pictures make the dilemma very vivid and
clear. They watch the video and then are asked to briefly repeat the issue discussed in
the video in their own words.
(2) Within the task cycle students are asked to form 4 groups of 4-6 people each by
pulling a symbol card out of an envelope. The symbol of the received card makes
clear which position the students have to take and argue for in the following
discussion. (Group 1: Zelma Bensalam, refugee and teacher from Eritrea, group 2:
Alfonso Patermo, inhabitant and fisherman of Lampedusa, group 3: Steffen Seibert,
government spokesman from Germany and group 4: Markus Müller, computer
scientist.).

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They are supposed to find convincing arguments for a solution of the problem with
the help of the given task questions: What would you like to change about your
situation? How could you convince the other groups to change your situation?
In the planning phase students find arguments and prepare to report and discuss their
position. The information given to each group includes general facts on the topic and
additionally to those, each group gets specific information on their representative’s
situation.
In the report phase one representative of each group presents its position in front of
the class and has a discussion in form of a talk show with the other representatives.
The moderation should be done by a student, not by the teacher. Having the teacher
as a moderator can stop the flow of the discussion. The teacher should monitor the
discussion from a distance. All students observing the discussion should take notes
of the given arguments.
The chosen problem is a very complex one within the European society and it is very
clear, that if top-ranking politicians are not able to find a solution for Lampedusa it
can not be expected that students can do so in a single school lesson. The focus of the
task sequence does not lay on finding an actual solution on the refugee problem, but
lays its focus on 1. practicing how to find convincing arguments and 2.
Communicating and participating successfully in a group discussion.
(3) The language focus phase is planned to be a reflection on the main problem-
solving points. The arguments should be collected at the board or overhead projector
and then be analyzed together in terms of their effecttiveness, seriousness etc. In this
phase students should be given additional information on How to participate in a
group discussion (s. Appendix II) and on Useful phrases for discussions
(s. Appendix III).
With the help of these information students can be asked to prepare themselves for a
new talk show. The topic can be the same (refugees in Lampedusa) with new groups
(so this time students have to find arguments for another representative). The
preparation for the new talk show should be done at home which gives students more
time and opportunity for effective research and preparation. The second discussion is
part of the Reporting Phase and the focus is on accuracy now. The teacher may now
intervene and correct students. The second discussion should consist of 4 new
representatives and the talk show host, all chosen randomly by the teacher.

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This has the effect that all students prepare themselves at home for the new
discussion, because they know they could be one of the spokesperson.

For a better overview of the lesson, here is the task sequence in graphic:

Pre-­‐task:  Teacher  explores  the  topic  with  the  students  by  showing  them  a  short  Ailm  
about  what  is  going  to  be  discussed  and    makes  clear  students  are  able  to  deAine  the  problem  
and  have  understood  the  situation.  

Report:  One  
Task:  Teacher  asks   representative  of  each  
students  to  Aind  possible   Planning:  Students  
prepare  to  present  their   group  meet  and  exchange  
solutions  and  convincing   their    arguments  in  a  "talk  
arguments  to  the  problem   arguments  and  position  in  
a  discussion.     show".  One  student  
in  groups.   performs  the  talk  master.  
Others  take  notes.  

Analysis  of  language   Practice  of  language  focus  :  Teacher  asks  students  
focus:  Students  analyze  the   to  prepare  for  a  new  discussion  (homework).    One  student  
given  arguments  and  teacher   performs  the  talk  master.  During  the  discussion  the  focus  
provides  students  with   should  be  on  accuracy  and  teacher  corrects  all  linguistic  
additional  information.         mistakes  and  weak  arguments  during  discussion.  

4.2 Lesson plan II & Hessian curriculum

Within the Hessian curriculum/ Lehrplan Englisch für die Jahrgangsstufen 5G bis 9G
und gymnasiale Oberstufe (Lecke 2012: 48- 54) the topic refugee in Lampedusa best
fits into the topic making a difference: civil society (s. Appendix IV, p. 52), which is
one of the three obligatory topics in grade 10 (E1/E2 Einführungsphase). Within this
task students develop and practice the following competences referring to the
Hessian curriculum/Lehrplan Englisch Hessen (s. Appendix IV, p.51-53):
Text reception: They get a general overview on the problem in Lampedusa, by
skimming and scanning sources and collecting information for the discussion.

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Text production: They work through demanding texts, websites, newspaper articles
and documentaries to find convincing arguments and give founded personal
statements during the discussion.
Speaking skills: They trade and communicate the collected information during the
discussion, representing the representative’s personal opinion by using adequate
verbal expressions and phrases. They practice to react flexible and professional in a
discussion.
Methods/study techniques: While watching the video, listening to the discussion or
preparing for the presentation they constantly train taking and making notes of
relevant information and arguments. They do (internet) research to collect data for
the discussion. They train to put ideas across and present their positions.

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5. Conclusion

Task-based language teaching focuses on the use of authentic language by asking

students to do meaningful tasks using the target language. This contributs to success
in foreign language learning, because it embraces the learners’ natural need.
However, it can not be denied that preparing and teaching a task sequence can be
very time-consuming and demanding depending on the type of task and choosen
topic.
For both, the teacher and the students, this didactic principal is especially in the
beginning a challenge, because it is different from traditional teaching methods.
Müller-Hartmann and Schocker-von Ditfurth (2011) quoted a teacher using TBLT in
his language classes. He said that TBLT is a challenge because it requires accepting
a change in approach for both the teacher and the students. As a teacher you need to
change from strict grammatical approach to one dealing with the required language
to fulfill the task. The same goes for the students. Since they are used to traditional
methods and more comfortable with those, they need preparation
(Müller-Hartmann and Schocker-von Ditfurth, 2011: 19).
TBLT expects to try out new things and requires taking risks and experiments which
means teacher have to be more flexible in terms of lesson planning and teaching.
This term-paper has proven that TBLT is an outstanding learner-orientated method
and close to situations students meet or will meet in real-life. Nevertehless, teachers
should be aware of the necessity to introduce TBLT to themselves and students in
very small steps. This way, both teacher and students can all slowly grow confidence
and and benefit from this communicative didactic principle.

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Works cited

Ellis, Rod. Task-based Language Learning and Teaching. Oxford: Oxford University
Press, 2009

Harmer, Jeremy. The Practice of English Language Teaching. Essex: Pearson

Education, 2001

Lecke, Karina (Hessisches Kultusministerium): Lehrplan Englisch 2010 (2012),

Retrieved from
http://verwaltung.hessen.de/irj/HKM_Internet?cid=ac9f301df54d1fbfab83dd3a6449a
f60 (20.08.2014)

Müller-Hartmann, Andreas and Schocker-von Ditfurth, Marita. Teaching English:

Task-Supported Language Learning. Paderborn: Schöningh, 2011

Nunan, David. Task-Based Language Teaching. Cambridge: University Press, 2006

Thaler, Engelbert. 10 Modern Approaches to Teaching Grammar. Paderborn:

Schöningh, 2012

Willis, Jane. A framework for task-based learning. Harlow: Longman, 1996

Willis, Dave & Willis, Jane. Doing task-based teaching. Oxford: Oxford University
Press, 2012

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