Sep. 2007, Volume 4, No.9 (Serial No.

45)

Sino-US English Teaching, ISSN1539-8072, USA

Integrating task-based teaching approach into grammar teaching

ZHU Xiao-zhen
(School of Foreign Languages, Wuhan University of Technology, Wuhan 430070, China)

Abstract: Task-based teaching approach is a new teaching method which absorbs the achievements of modern language teaching theories. It is supposed to be an effective method in promoting learnerslanguage competence. However, empirical studies of its application are rarely found in the field of grammar teaching. This paper tries to integrate task-based teaching approach into grammar teaching in order to probe into its validity and feasibility in grammar teaching. Key words: task-based teaching approach; grammar teaching

1. Introduction
For most people, the essence of language lies in grammar. Grammar teaching has played an important role in language learning and acquisition. Marianne Celce-Murcia (1985) maintained that noticing and persuasive evidences show that no-grammar teaching will lead to the product of clumsy and impropriate foreign languages, which means that grammar teaching is essential for language teaching. According to Woods (1995), Nobody can doubt that a good knowledge of the grammatical system is essential to master a foreign language and it is also one of the most important parts of communicative competence. Therefore, we can see that grammar is a framework without which language cannot be structured and a message cannot be conveyed smoothly and fluently. However, grammar teaching is still one of the most controversial and least understood aspects of foreign language teaching although it has been a central aspect of foreign language teaching. In this paper, the author wants to combine the task-based teaching approach with grammar teaching in order to make grammar teaching more effective.

2. Task-based Teaching Approach

2.1 Definitions and features of task-based teaching approach Task-based teaching approach, also called task-based learning, which was put forward in the 1980s, derives its idea from the process syllabus. It can be regarded as one particular approach to implement the broader communicative approach It is a teaching method that puts tasks at the center of the methodological focus. It . considers the learning process as a set of communicative tasks that are directly linked to the curricular goals. The aim of task-based learning is to make language classroom approximate to the target language environment, develop students ability to communicate, and communication takes place through using the grammatical system. Nunan (1999, p. 24) defines task-based language teaching as follows: Task-based language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items, but a collection of tasks Tasks provide the basis for an entire language curriculum. Task-based language teaching .
ZHU Xiao-zhen, graduate student of School of Foreign Languages, Wuhan University of Technology; research field: language teaching and testing. 50

Integrating task-based teaching approach into grammar teaching

provides learners with opportunities to experiment with and explore both spoken and written language through tasks designed to engage learners in authentic, practical and functional use of language for meaningful purpose. About the features of task-based language teaching, Nunan (1991, p. 279) gives a summary as follows: (1) An emphasis on learning to communicate through interaction in the target language; (2) The introduction of authentic texts into the learning situation; (3) The provision of opportunities for learners to focus, not only on language, but also on the learning process itself; (4) An enhancement of the learners own personal experiences as important contributing elements to classroom learning. (5) An attempt to link classroom language learning with language activation outside the classroom. 2.2 The framework of task-based approach Perhaps the most extensively worked-out framework is that of Willis, who has proposed it in her masterpiece A framework for task-based learning. In this framework, she divides the procedures of task-based language teaching into three stages (see Table 1).
Table 1 Willis model for task-based teaching approach Pre-task Task-cycle Introduction to topic and tasks Task Planning Report Analysis Practice

Language focus

(Willis, 1996) 2.2.1 Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task. 2.2.2 Task-cycle This stage consists of three elements: task, planning and report. (1) Students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. (2) Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have. (3) Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare. 2.2.3 The language focus In the first two stages, students put their emphasis on the meaning of their language; while in the third stage, they focus their attention on the form. This stage includes two steps language analysis and language practice. (1) Language analysis. The teacher then highlights relevant parts from the text of the recording for the

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Integrating task-based teaching approach into grammar teaching

students to analyze. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis. The students identify and think about particular features of language form and language use. (2) Language practice. Finally, the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language. Through doing various exercises, the students learn to use and memorize the useful words, phrases, structures and grammar rules so as to consolidate their mastery of the language form.

3. Integration of the Task-based Teaching Approach into Grammar Teaching

3.1 Teaching activities At present most teachers adopt the traditional teaching method in the grammar class. They spend a lot of time explaining the grammar points, analyzing long and boring sentences and expounding less useful but difficult words. This method focuses on form, and the process of presentation, practice and production is deadly dull, full of drills and drudgery. It is so boring that it can not arouse studentsinterest, so it is not an effective way to teaching grammar. It is out of fashion now. Task-based language teaching approach can be viewed as within the framework of communicative teaching and the study of task-based language teaching stems largely from communicative language teaching (Nunan, 1989). It puts tasks at the center of the methodological focus and it considers the learning process as a set of communicative tasks that are directly linked to the curricular goals. It emphasizes the development of students communicative ability and communication takes place through using the grammatical system of the language. It combines the teaching of language forms with teaching of language skills. Therefore, it may have significance or may be effective in grammar teaching. In order to know whether the task-based teaching approach is useful in grammar teaching, the author will make an experiment based on Willismodel of task-based teaching approach the pre-task phase, the task cycle and the post-task phase. In the following part the subjunctive mood will be taken as an example to illustrate the design of the classroom activities. 3.1.1 Pre-task The teacher asks students to talk about what they would do if they had a lot of money. At first, the teacher gives students some examples on the blackboard, such as: If I had a lot of money, I would buy my parents a beautiful house. If I had a lot of money, I would travel with my parents around the world. . 3.1.2 Task-cycle Then the teacher asks students to talk about the topic freely. The students work in pairs to discuss their own wishes or plans using the structure presented on the blackboard. They can talk about any wish with their imagination. In this process, the teacher walks around the classroom as the language resource or monitor to give students some helps or suggestions and offers them encouragement. After discussion, the teacher asks students to prepare a short written report to tell the whole class what their wishes are. Then some of the students are invited to the blackboard to write down their wishes.

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Integrating task-based teaching approach into grammar teaching

3.1.3 Post-task Check the sentences written on the blackboard to make sure that students understand the meaning. Illustrate the rules of the subjunctive mood by applying the examples to make students identify the features of subjunctive mood. After that the teacher asks students to do some exercises which relate to the grammar point of Subjunctive Mood. In addition, before the end of the class, the teacher gives students an assignment, asking them to make a survey about their family members wishes and report to the whole class next time. 3.2 The advantages of the teaching activities Compared with the traditional grammar classroom, the teaching activities designed according to the theory of task-based approach could arouse studentsinterest in the group work. During the whole process, students felt very excited, and they could remember the grammar more clearly and easily. For them, grammar was no longer difficult and boring. Group work made the tasks more interesting and much easier. The application of tasks enabled students to create more ideas and they could express their opinions freely on the topics. What more, it s provided them enough opportunities and language environments to speak English. They had more chances to open their mouth to practice their speaking and their communicative ability could be improved virtually. Through finishing task-based activities, students could get much meaningful language input and what they had learnt in the classroom could help them solve the problems in real life.

4. Conclusion
As we all know, at present China is undertaking an overall reform in curriculum and syllabus design. The application of task-based approach is in agreement with the essence of the reform. Task-based teaching approach is a kind of communicative approach with the learners as the center of the classroom and teacher playing a facilitative role. The classroom of the task-based teaching approach is healthy for students to give their personal opinions and participate in the activities, such as role plays, pair works. Therefore, it is possible to say that task-based teaching approach is an effective, practical and innovative teaching method and this method is feasible when used in grammar teaching.
References: Celce-Murica, M. 1985. Making informed decisions about the role of grammar in language teaching. TESOL Newslette, 19(1), 4-5. Nunan, D. 1989. Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. 1991. Language teaching methodology. Hemel Hemstead: Prentice Hall. Nunan, D. 1999. Second language teaching and learning. Boston: Heinle & heinle. Willis, J. 1996. A framework for task-based learning. London: Longman. Woods, E. 1995. Introduction grammar. Penguin Books Ltd.

(Edited by Jessica and Stella)

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