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RANI RUBDY
National University of Singapore
REVIEWS 157
develops a practical guide for second/foreign language teachers on how
to conduct task-based learning (TBL).
The book is divided into three parts. Part A illustrates the theoretical
principles underpinning her framework for TBL. Part B details the three
phases of the framework. The first phase allows learners to become
familiar with the task topic and prepare lexically for the task while
offering learners a rich exposure to the target language through
teachers’ talk. The second phase, task cycle, comprises three compo-
nents: task, planning, and report. In the task stage, learners perform the
task in pairs or small groups, and fluency and meaning negotiation are
the primary goal. The planning stage gives learners some space to
consider linguistic forms before reporting to the public. In the report
stage, learners report to the class about the task they have performed,
using the language they have prepared in the planning stage. This stage
encourages learners to attend to both accuracy and fluency. In the last
phase, language focus, learners have an opportunity to focus on lan-
guage form through activities such as consciousness-raising in order to
develop their linguistic repertoire. Part C illustrates some ways to adapt
this framework to some special teaching situations, such as teaching
beginners and young learners. Willis emphasizes the importance of
language exposure to help learners build up a stock of chunks they can
use in real-time communication. In this part, the author also talks about
how teachers in a traditional form-focused classroom incorporate TBL
into their teaching, including ways to gear form-focused teaching
materials toward TBL. In the appendixes, Willis provides some useful
teaching materials, such as lesson outlines and appraisal sheets.
The book has several strengths. First, it is a useful bridge between
research and practice. Willis bases her framework on current research in
language learning: the importance of exposure to and authentic use of
the target language and the significance of a balance between meaning
and form. Secondly, Willis takes a comprehensive look at the issue of
TBL in light of different teaching situations, from how to motivate young
learners to how to adapt TBL to the traditional form-focused classroom.
Strategies and techniques are offered to handle problems commonly
found in the classroom. Finally, this book offers a clear format for
readers to follow. Each chapter begins with a focus page that provides an
outline of the chapter and ends with a summary offering suggestions for
classroom activities.
FANGYUAN YUAN
Temple University