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1、TASK-BASED LEARNINGEmphasis and AimThe task-based approach to language learning places emphasis on learning to communicate through purposeful interaction in the target language. Learner independence and their positive attitude towards language learning are also essential to make language learning su
2、ccessful. The task-based approach aims at providing opportunities for learners to experiment with and explore both spoken and written language through tasks which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. The use of tasks will
3、 also give a clear and purposeful context for the teaching and learning of grammar and other language features as well as skills. Such language focus components in turn enable learners to construct their knowledge of language structures and functions. Tasks and ExercisesTasks are activities in which
4、 learners are required to draw together and extend a range of elements in their framework of knowledge and skills. They are characterized by an emphasis on activity, participation, flexible differentiation, and communication among participants through a variety of modes and media. Every learning tas
5、k should have five features:1.A task should have a purpose. It involves learners in using language for the kinds of purposes that are described in the chapter on Learning Targets and Objectives provided in the CDC Syllabus for English Language (S1-5) 1999.2.A task should have a context from which th
6、e purpose for using language emerges.3.A task should involve learners in a mode of thinking and doing.4.A task should lead towards a product.5.A task should require the learners to draw upon their framework of knowledge and skills.In order to learn successfully, learners need a judicious combination
7、 of tasks and supporting exercises in which they focus upon and practise specific elements of knowledge, skills and strategies needed for the task. Exercises do not usually contain the five features of a learning task. They are good preparation for the completion of tasks and are best carried out in
8、 the context of a task. They should be sequenced systematically and integrated with each other to help the learners to complete a task.Modules, Units and TasksIn organizing teaching and learning, the concepts of Modules, Units and Tasks are applied. A module is an organizing focus, and usually conta
9、ins a number of units which are thematically or conceptually related. These themes and concepts are explored through tasks. Using resources and authentic materials, teachers may develop modules of their own to suit the interests and ability of their particular group of learners.Extended tasks and pr
10、ojects can be further developed from tasks, as shown in this diagram.Adopting a Task-based ApproachIn selecting, writing or adapting learning tasks, consideration must be given to the following:?What are the learners needs and abilities?Is there a good coverage of the Learning Targets and Objectives
11、 and is there a good balance?How extensive are the materials and activities? How many parts does the task consist of? How many steps are involved? Is the task practicable for the learners?How wide is the range of interrelated elements involved in the task, e.g. linkage among different parts and inte
12、gration of the four language skills? Is the task open-ended? How abstract are the concepts and how complex is the language required for the task?How familiar are the learners with the physical and social context of the task? What level of prior knowledge and experience is required?Place of Grammar T
13、eaching in Task-based LearningTask-based learning does not preclude the teaching of grammar (i.e. language items and forms). Fluency and accuracy are complementary, and learners must have a good command of language forms if they are to understand and express meanings effectively.In the model of task
14、-based learning described here, grammar focus work takes the form of exercises, which provide learners with the language support they need to carry out tasks. Exercises can be used at different stages of a task cycle to meet the needs of learners. Specifically, grammar learning can take place:?befor
15、e a task, when particular language items or structures are introduced to learners. ?during a task, when the teacher realizes that gaps in learners understanding of particular language forms are preventing them from carrying out the task successfully. ?after a task, in order to cover aspects which le
16、arners did not use effectively during the task.In short, within the framework of task-based learning, grammar is a means to an end and it should not be taught as a system of rules or a stand-alone body of knowledge. In selecting what language items and structures to focus on, teachers should use tas
17、ks as a starting point and consider what language support learners will need to carry them out. In other words, it is tasks which generate the need for and content of grammar exercises, not vice versa.Integrated Tasks and ProjectsMost tasks in real life situations involve the use of more than one sk
18、ill. Learners have to be given opportunities to practise the integrated use of skills in appropriate contexts so that learning is meaningful, purposeful and authentic. Using theme-based materials is a good way to provide an organizing focus for different activities involving integrated use of skills
19、. Projects are very useful tools to help learners develop independence and work according to their own ability. Projects also provide a useful way of integrating the four skills. The target language is used in real situations and projects lead to tangible results. A wide range of topics is needed to
20、 give learners variety. The topics can arise from clearly defined situational, personal and academic needs or interests. They can have an educational rationale and be based on substantive issues including cross-curricular issues. They can come from the life experience of the learners. Learners can b
21、e encouraged to bring their own experience to class and teachers can design interesting topics based on learners input. The intentions are to provide opportunities for realistic language use, focusing learners attention on the tasks themselves and finally developing their communicative competence. For more information on task-based learning, please refer to Section 4.2 of the CDC Syllabus for English Language (S1-5) 1999.
