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Date Posted: 15:19:07 07/04/03 Fri
Author: Lidiane Luiza da Cunha
Subject: Task 9

Task 9:
Explain with your own words what a task-based language learning approach is.

Influenced by the premises and popularity of communicative approach, task-based learning approach (TBL) mainly states that a foreign language should be acquired not through its structure, but through task which learners have to perform or problems they have to solve. Thus, language classes should be planed, according to this approach, focusing on the task itself, not simply on the form of language.
A class based on this approach is complexly organised in, at least, three basic stages: pre-task or introduction to topic and task; task cycle (task, planning and report); and language focus (analysis of structure and practice of this study). Thus, after the performance and solution of the tasks, teacher may elicit and discuss the language used (language focus stage), correcting student's mistakes if necessary. It is interesting that this discussion on language structure may decrease in proportion to the amount of time spent on the tasks themselves; that is, the more students practice and perform these task-based activities, the less teacher needs to work on the metalanguage.
Task-based learning approach calls attention to the fact that there is a goal in communication, and language does not come out of the blue; thus, students are always given purposes to complete the task using language itself. Besides, according to TBL, in challenging students through tasks, we are giving them opportunities to generate their own language and creating more opportunities for language acquisition.
The use of tasks to be performed by students lays on a necessity to learn language as if learners were using it in real situations, with all social and meaningful characteristics language carries. Many schools use this approach in order to explain content-centered language learning by focusing on various school subjects (in this context, these subjects are relevant and interesting contents); consequently, there is a focus on contents instead of language form. I could notice that by integrating language and content instruction, students are provided of cognitive development while they are also acquiring academic language proficiency (in this case, the academic content is seen as a type of task). Models based on this approach also views this focus on content and practice (provided by the tasks and problem-solving activities) as concrete linguistic experience learners should have in order to get fluency and communicative competence (especially sociolinguistic and interectional competence) through meaningful engagement and authentic language use.

Reference:
CRANDALL, J. "Content-Centered Language Learning".
McKinnon, M and Rigby, N. "Task-based learning"
Harmer, J. The Practice of English Language Teaching, Essex: Longman. 2001.(pp. 78-89) "Popular Methodology".

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