ESOL Lingo

Finding it hard to keep up with the latest trends in language education? Our team of experts explain some of the current ESOL Lingo in a practical, easy-to-understand way.

This month’s ESOL Lingo:

What is Task Based Learning?

Task Based Learning (TBL) refers to a task based teaching approach where the communication task has a very clear purpose or goal. Examples of goal-oriented tasks include comparing two pictures or texts to find differences; solving a problem; or compiling a list of things that need doing under particular circumstances. TBL has a three-part framework: Pre-task, Task Cycle, and Language Focus.

Pre-task is the introduction to the topic and the task. In this stage, the teacher explores the topic with the class, presents useful words and phrases, and helps the students to understand the task instructions and prepare for the task. A recording of others doing a similar task is often played at this stage, or students may be required to read part of a text as a lead in to the task.

Task Cycle has three stages: Task, Planning, Report. During this section of a TBL lesson, students perform the task in pairs or small groups while the teacher monitors in the background but does not correct – the emphasis is on communication and not accuracy. This allows students to use the language they have without fear of making mistakes. After completing the task, students plan what they will report to the class about the task and how it went. As it will be a public presentation, students tend to strive for more accuracy and therefore, the teacher gives language advice during this stage. Students then give either an oral report to the class or exchange written reports with facilitation and comments/feedback from the teacher.

Language Focus is divided into Analysis and Practice. This is the final stage during which the students examine and discuss specific features of the listening/reading text which they may have referred to for the task. They may enter new words, phrases and patterns in their notebooks. The teacher usually also provides feedback and practice of specific language features of the task such as new words, phrases and patterns. Students may then be given the opportunity to try the task again with a different partner.

TBL has gained a lot of popularity in recent years as teachers recognise the limitations of PPP in terms of long-term acquisition of language. TBL is considered to be quite effective for language acquisition because the focus is on meaning and real communication rather than form and structure.

The main criticism of TBL is the pressure it can place on the teacher to find relevant materials particularly recordings of native speakers, especially if the teacher is not a native speaker and is teaching in a non native speaking country. A common misconception, however, is that TBL ignores grammar. In a properly conducted TBL class, this is not the case. Learners are encouraged to explore and investigate the language for themselves and to become more autonomous in their learning

Further Reading

Willis, J. (1996). A framework for task-based learning. Harlow,U.K.: Longman Addison- Wesley.

Willis, J. & Willis, D. (2007). Doing task-based teaching. Oxford University Press.


ESOL Lingo Archive