GARCA PEA, Jossy Liz IDIOMAS 4 ao

Task Based Learning (TBL) The approach called task based learning is the logical outcome of theories of second language learning associated with the communicative approach. They all underline that there are three essential conditions for second and foreign language learning: (1) Learners need regular exposure to the target language in meaningful

social (communicative) contexts. They need a lot of comprehensible language input. (2) Learners need frequent opportunity for the active use of the target

language in communicative situations. They must learn to produce comprehensible output. (3) Learners need a strong motivation for language learning for else they will not make the long and sustained efforts needed for coming to grips with the lexical and grammatical system of the target language. Compared to these three essential conditions instruction (explicit rule teaching) is not essential. It may help, however, if the instruction is well timed in form and content to help a learner take the next step in her/his language acquisition process. The tacit model of task based learning is second language acquisition processes supported by instruction in a target language environment. In such an environment learners are constantly faced with many practical tasks which they must learn to cope with for survival purposes. That is a strong learning motivation and forces them to focus attention on linguistic forms and their social (communicative) function (meaning).

In FLT, which takes place in a first language cultural and linguistic environment and under extreme time limits, there are no equivalent learning conditions. The challenge is, therefore, to find near equivalents to real world tasks and to provide learners with the kind of linguistic input and learning objects as well as feedback which put them in a position to (a) create their own hypotheses on the meaning and function of the lexicogrammatical forms of the target language, and (b) critically check if their hypotheses are correct or need to be amended. The magical trick is to manoeuvre learners into a situation in which they feel like saying something and in which what they want to say requires the use of exactly those lexico-grammatical forms which the syllabus prescribes they should learn to use. In classrooms that creates many practical problems and has, in reality, led to comprise solutions which combine a basically form focused grading of course content with its methodological presentation and practice in real or simulated task based activities. (In German this method is called

handlungsorientiertes Lernen).
TBL has also boosted a call for promoting learning strategies because learning how to learn is more important from that perspective than a docile memorizing of long lists of vocabulary, rules of grammar and tables with declensions and conjugations. This comes across vividly if we look at the table of contents of the latest generation of FLT textbooks which feature a separate column on learning strategies in addition to the three traditional columns (structures, themes, speech intentions). Compared to traditional form oriented approaches which divide the learning process into the three phases presentation practice production (the PPP-Model), in TBL the role of the teacher changes from that of an instructor and prosecutor of errors to that of a supporter and inventor of 3

tasks which her/his learners enjoy doing. It proved useful to divide the learning process in TBL in three phases: The pre-task phase, the the doing of the task, and the post-task phase. Taken together they form a task cycle. The major role (task) of the teacher changes from phase to phase. It also has a different focus in work with beginners than in work with advanced students. In a first language environment, which is typical of FLT, the major task of the teacher in the pre-task phase is to find language materials (texts, videos, tapes, etc.) which are (a) from a lexico-grammatical perspective not too difficult to understand, and (b) from a content and general knowledge of the world perspective that considers the learners age and pre knowledge interesting enough to motivate the learners to work with the materials. This must (c) be accompanied by an attractive and clearly phrased task which motivates learners to get involved with it. In a learner oriented approach like TBL the learners are welcome, of course, to themselves make suggestions for objects and aims of tasks. Ideally tasks should involve learners holistically (Lernen mit Kopf, Herz und Hand). Tasks motivate and promote language learning processes if they afford learners with a feeling of success when doing them. For teachers it is essential, therefore, to make sure that their learners have the skills and strategies necessary for successfully dealing with a given task. This frequently requires that teachers first give the learners examples of how other people competently deal with the given task type; alternatively they can themselves demonstrate in class, setting a practical example, strategies for coming to grips with the type of problem immanent to the given task.

The pre-task phase frequently ends with the teacher and learners deciding if the task is best tackled in groups or partner work or with everyone working for herself/himself. Also a time limit should be set for the work to be done in the upcoming task phase. In the actual task phase the teacher steps back and lets the learners autonomously do their work. Her/his role now is that of a monitor and advisor. S/he acts mainly when asked for support, and the support should be of the type which shows learners how to strategically tackle the given problem rather than giving them final answers which tend to suppress their active involvement with the linguistic and non-linguistics aspects of the task. S/he should intervene, however, if some learners fail to actively work on their task. In the task phase the learners must use and further develop their ability to come to grips with a given task. They must learn to autonomously plan and execute suitable task solving strategies. To give their work a sense of direction the aim must be to finally report the results of their activities to the other learners and to share their knowledge with them. The teachers task is to make sure that everyone works on her/his task to the best of their abilities. The post task phase is both content oriented and form focused and has important psychological and linguistic functions. It is content and meaning oriented because it gives learners the opportunity to report what they found out on the given topic. They discuss it with other learners. That honours the content of the work done by them, which is important in psychological perspective. In this phase formal linguistic errors are of minor interest. The report and its discussion will generate lexico5

grammatical questions, however, which give reason to also turn to formal aspects of language. The results of the joint discussion of content and form oriented issues must find their way in a final review and clean copy of the issues discussed, and that must aim to be linguistically correct. That again puts the focus on form oriented aspects of voicing and writing down speech intentions. The clean copy can also serve for later revisions of the work done.