Mat Plews
Humboldt University, Berlin
The efficacy of task-based language learning and teaching (TBLT) has been much debated in recent years, with critics arguing that such an approach does not promote language development as much as its supporters claim and that it may well be inferior to more traditional approaches. In particular, critics say that TBLT fails to provide students with systematic coverage of language and does not encourage them to focus on linguistic accuracy and range.
As regards the issue of language coverage, this discrepancy can be addressed by the use of tasks with a very clearly-defined and executed instructional-sequence. Even specific grammatical, lexical or phonological forms can be covered in TBL through use of what is known as a 'focus-on-form', which can occur during any of the phases of an instructional sequence and involves either a pre-planned or incidental addressing of language. Additionally, reading and listening ('input-based') tasks, carefully selected to provide coverage of specific linguistic areas, can be a rich source for a vast amount of appropriate new language.
Concerning the claim that tasks fail to provide participants with incentives to focus on linguistic accuracy and range, although this can clearly be a problem if task-design is poorly-conceived, this issue can be resolved through the use of well-designed and -implemented tasks which require students to make use of more complex linguistic forms and to focus on accuracy. Such tasks could also involve the students in 'pre-task-' and 'online-' (during task-performance) planning. In order to further 'push' students to use more suitable language, a system of assessment can also be built in, where students are rewarded for demonstrating grammatical accuracy, lexical range and stylistic appropriacy.
In other words, such criticism stems from a misunderstanding of what 'task-based learning' actually is and fails to take into account the fact that, in task-based learning, the whole syllabus (including any assessment) is based on the tasks themselves and made up of integrated 'task sequences' incorporating pre- and post-task activities and all-important 'focuses on form(s)'. In task-based learning, tasks are well-planned and do not occur in isolation ('task-supported' language teaching').
In this workshop, we will look at what defines a task and at common features of task sequences. Participants will then develop task sequences related to their own work contexts, to be shared with the whole group, who will have the opportunity to comment on their potential efficacy.
Die Wirksamkeit eines handlungsorientierten Ansatzes beim Sprachenlernen und –lehren ist in den vergangenen Jahren viel diskutiert worden. Die Kritiker argumentieren, dass solch ein Ansatz die Sprachentwicklung nicht in dem Maße fördere, wie seine Befürworter behaupten, und dass er im Vergleich zu traditionelleren Methoden schlechter abschneide. Insbesondere fehle bei diesem Ansatz die systematische Vermittlung von Sprache, sagen die Kritiker, und er rege die Studierenden auch nicht an, sich um Genauigkeit und Vielfalt im Ausdruck zu bemühen.
Die Befürworter halten allgemein dagegen, dass dieses wahrgenommene Übel daher rühre, dass viele Unterrichtspraktiker Handlungen faktisch isoliert einsetzen (handlungsangereichertes Unterrichten) und nicht als Teile einer Handlungssequenz, die vor- und nachbereitende Aktivitäten und den hochwichtigen "Fokus auf die Form(en)" mit einschließt.
In diesem Workshop werden wir zuerst "Handlung" definieren und die Grundeigenschaften einer Handlungssequenz bestimmen. Die Teilnehmer werden dann Handlungssequenzen für ihre eigene Unterrichtspraxis entwickeln und diese anschließend in der Gruppe vorstellen, um deren mögliche Wirksamkeit zu diskutieren.
Mat Plews is a teacher of English for Academic Purposes at Humboldt University, Berlin. His primary research concerns measurement of the effectiveness of a TBLT approach in an EAP setting. Since 2011, he has been running an academic discussions course which is wholly adherent to TBLT principles, within the context of which he continues to conduct research. In total, he has been working in EAP and EFL contexts for over 25 years, having lived and worked in Portugal, China, the U.K., the Czech Republic and France prior to taking up his current position in Germany.