Using tasks in language teaching

Among the variety of modern language teaching methods teachers often choose Task-based learning (TBL). TBL offers an alternative to a conventional PPP approach to structuring, planning, and implementing lessons, and is considered more effective by many colleagues. 

What is special about this approach to teaching languages? What do we call a 'task'? What are the typical tasks teachers use in their lessons?

Most teachers use a traditional lesson structure – PPP which stands for Presentation, Practice, Production. In this model, a teacher presents the target language to students in the context first, then students practise using the language in a restricted context by doing controlled practice activities, and finally, they produce the target language during the freer practice stage. 

Unlike PPP, in a TBL lesson framework, a teacher does not pre-determine what language to teach. Students complete the task around which the lesson is built, and the target language is determined by what happens as they do it. Usually completing a task gets students engaged in using English naturally and involves collaboration.

A typical TBL lesson has such stages:

That is the question because often teachers confuse it with an 'exercise'. Let's look at what the task is and how it is different from the exercises we give our students.

According to the Longman Dictionary of Applied Linguistics, 'a task is any activity or action which is carried out as the result of processing or understanding language (i.e., as a response) — for example, drawing a map while listening to the recording, listening to an instruction and performing a command’ (Richards, P. & H. Weber 1985: 289). 

According to the authors, tasks provide a purpose for the activity; they do not practice language for its own sake. 

A similar interpretation of tasks is given by Skehan, P. who describes tasks as ‘activities which have the meaning as their primary focus. Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use’ (Skehan 1996: 20). 

The value of tasks according to the authors is their similarity to the things people do in everyday life. This similarity is based on the fact that every task must have an outcome. 

Willis, J, stated the same ideas. She suggests that a task is ‘a goal-oriented activity in which learners use language to achieve a real outcome’ (Willis 1996: 53). This is what is meant by a task in TBL. 

Rod Ellis, a British linguist, defines a task (for TBL) as a language-teaching activity that must satisfy four criteria:

Now let's have a look at an example of the activity a teacher gives to the students and decide whether it is a task or not according to the mentioned above.

Now, look at one more activity, and using the criteria above, decide whether it is a task. 

The primary focus for students here is on trying to communicate. There is an opinion gap – they have to share their predictions, decide which of them are likely to come true, and rate them. The language necessary for completing this task is not provided. There is no specific vocabulary or grammar students have to use. The activity will be a success if students make a decision and report it to the class. Does this mean that this activity can be used as a task? The answer is 'yes'.

Let's summarise the main differences between the task (in TBL) and an exercise:

Basically, there are six types of activities that can be effectively used as tasks in a TBL lesson. They are:

• listing
• ordering and sorting
• matching
• comparing
• problem-solving
• sharing personal experiences

In our course, we look at them in more depth, but let's briefly describe what each of the tasks involves.

For example:

You are going to make a bucket list. First, discuss bucket list ideas. Think about the following:

• what you'd like to include on your bucket list and why
• what experieces you could recommend to your partner

Work in pairs / groups. Share ideas for your bucket lists. Agree on a list of 5 most interesting things and give at least one reason for doing it. (Adapted from Roadmap B1, SB, p.23)

For example:

Work in groups. Choose a product or service. Think of some popular brands for that product or service. Compare the brands you have chose. Put them in order from best to worst (1=best). Think about:

• brand identity/values
• cost
• quality
• customer service (Adapted from Roadmap B1, SB, p.33)

For example:

Look at the photos. Make guesses about the people. Read the facts about the people and match them with the pictures. Talk to your partner. How close were your guesses? Discuss how you were able to match them. Prepare to tell the class how you did it.

For example:

You are going to plan and discuss your own lifemap. Think of your likes, dislikes, goals and plans. Look at the topics and make notes:

• money and success
• a job
• family
• friends and relationships
• learning something new
• a way of life

Work in pairs. Tell your partner about your life map. How different or the same are your life maps? What has surprised you the most in your partner's life map? (Adapted from Roadmap B1, SB, p.9)

For example: 

Think of a town centre where there is too much traffic. In pairs, think of three alternative solutions to this problem. List the advantages and disadvantages of each alternative. Then decide which alternative would be the cheapest one, the most innovative one and the most environmentally friendly one. Report your decisions to another pair / group / the class, and discuss with them which solution would be the best one to put forward to the local government. ( taken from Six Types of Tasks for TBL, Jane Willis)

For example:

Work in pairs. Talk about what has been happening in your lives recently. Talk about: 

• travel – business or pleasure; trips or weekend breaks
• social life
• free-time activities
• entertainment – books, films, TV programmes

Decide who has been doing the most interesting things. (Adapted from Roadmap B1, SB, p.25)

If you are interested in implementing TBL approach in your teaching, our online course will show you how you can exploit textbook material to help structure a task sequence, incorporating pre-task activities, and a task cycle, leading on to language focus and form-focused work. You will also see what the teacher and students do at every stage of the lesson during an online class the recording of which is included in the course.