Task-Based Language Teaching

The article by Skehan and section 5, chapter 9 of the anthology focus on the task-based method of language teaching. It is easy to infer the meaning of task-based learning: learning that is based on tasks completed. the anthology references Skehan on what constitutes a task and how it works in the classroom: "Skehan proposes that a task is an activity in which meaning is primary, there is a communication problem to solve, and the task is closely related to real-world activities" (Richards 100). Additionally, Richards states "A task is an activity which learners carry out using their available language resources and leading to a real outcome" (Richards 94). Larsen and Freeman mention that task-based learning has to do with context.

The anthology presents a scenario where an extended project was done in a speaking course with 340 students at a Japanese university.They worked in groups and made a questionnaire to determine opinions of a target group on a specific issue. This activity is an accurate representation of a proper task-based learning scenario because it compounds many specific tasks (making a formal presentation, videotaping and critiquing, interviewing, gathering data, etc.) and doesn't worry too much about errors that may be made by students.Two important components of task-based learning are the inclusion of pre-task activities and the negotiation of meaning. Including pre-task activities is necessary in order to clarify and make the students comfortable with the activity.

The third article helped me to understand how task-based learning could successfully be incorporated into the classroom and what it looked like. I viewed task-based learning as a combination of a communicative method and a systematic one, since attention is paid to detail and there is strong focus on form. The provided scenario discussed an activity that fit the goals on task-based learning by including a few different types of tasks such as the information gap activity and focuses on a number of pedagogic techniques such as scaffolding and inferencing. I think that I was somewhat right about my assumption, although I still am a little fuzzy on what truly constitutes the method of task-based learning.