A practical approach to task-based learning: what extend this is justified?

During this course I review the task-based learning approach, and I realized that
TBLL also allows the facilitator to use authentic topic material, which is relevant to
the participants’ needs and encourages the development of skills necessary for the
successful completion of real-life tasks. But, why it is so important to be clear about
what approach to use in a course? In Task-Based Language Learning (TBLL),
learning is fostered through performing a series of activities as steps towards
successful task realization. The focus is away from learning language items in a
non-contextualized vacuum to using language as a vehicle for authentic, real-world
needs. By working towards task realization, the language is used immediately in
the real-world context of the learner, making learning authentic. In a TBLL
framework the language needed is not pre-selected and given to the learners who
then practice it but rather it is drawn from the learners with help from the facilitator,
to meet the demands of the activities and task.

In this approach, motivation for communication becomes the primary driving force.
It places the emphasis on communicative fluency rather than the hesitancy borne
of the pressure in more didactic approaches to produce unflawed utterances.
Exposure to the target language should be in a naturally occurring context. This
means that, if materials are used, they are not prepared especially for the language
classroom, but are selected and adapted from authentic sources.

Factors to consider.

Learners’ profile. If you are preparing materials before your group arrives, it is
advisable to draw up a likely profile of the group. Even if the profile is not exact it
will be a framework to start from. It is helpful to aim your materials at a defined
group and fine tune later as necessary. You will rarely be faced with a
homogeneous group even if the participants are of the same nationality. It is
important to be aware that there may well be as many different learning
backgrounds as there are participants. Each person will come with their own
experiences, feelings and attitudes, which are likely to surface during a course. An
appropriate course of action will need to be negotiated if a task specifically
requiring a certain method is to succeed. Some learners may expect the facilitator
to provide all the answers and may be unused to interacting with other participants
during language lessons. A key element in any language course is a strong
learning to learn component. This could include discussions and even
demonstrations of different learning styles and explanations of the methods. This is
important in the development of participants’ learning strategies and, if employed
near the beginning of a course, can ease the way for the introduction of new
methodologies such as task-based learning.

Negotiating course content. An over-riding influence in choosing your tasks will be

the wishes of the participants. There is little point in pursuing a course of action if
participants are unwilling to carry it out. They may each have a different agenda:
this will need to be managed and negotiated as a group.

Location of course and resources available. The location of the course will
inevitably affect the availability and choice of tasks and materials. The following
points need to be considered: will materials to support activities and tasks be freely
available? If not, what can you do in advance to obtain suitable material? Will you
have to adapt or change planned tasks in this location? Will participants contribute
materials? How can you manage with minimal materials? How can you use other
resources as well as language-based materials?

The intercultural dimension. The cultural and linguistic make-up of the group will
also need to be considered. Intercultural understanding can be very enriching
when bonds are formed through beliefs and attitudes rather than only national
boundaries. Facilitators may also need to consider any tensions which may already
exist or arise between nationalities and to be aware of possible sensitivities.

I strongly believe that the extension of a practical approach to task-based learning

is a better way to raise course goals because this works perfectly in ESL learners’
acquisition, and is priority including in the curriculum when, as teachers, our
principal desire is a significant teaching.
References.

 Cunningham, S. and Moor, P. (1988): Cutting Edge Intermediate.

Harlow: Addison Wesley Longman, p. 2-3.
 Task-Based Learning (TBL) recovery from https://pjp-
eu.coe.int/documents/1017981/1667913/2_task.pdf/70f2f98e-0362-4cd4-
bc1d-ece49ae878f0