DEFINITION

• An approach based on the use of tasks as the core unit of planning and instruction in
language teaching.

BACKGROUND
APPROACH
THEORY OF LANGUAGE THEORY OF LEARNING
Language is primarily a means of making Tasks provide both the input and output
meaning processing necessary for language acqusition

Lexical unit are central in language use and Task activity and achievement are motivational
language learning
Learning difficulty can be negotiated and fine-
Multiple models of language inform TBI tuned for particular pedagogical purposes

“conversation” is the central focus of language

and the keystone of language acquisition
DESIGN
Objective
Syllabus

Ideally to be determined by the More concerned with the process

specific needs of particular learners dimensions of learning than the
specific content and skills
Example :
Nunan (1989) : Syllabus migh specify two type of tasks
The English language syllabus in
schools Malaysian (1975)
1. Real-worl tasks
The ability to communicate accurately 2. Pedagogical tasks
and effectively in the most common
English language activities they may
involved in
Considerations for determine the task in syllabus

Amount and type of help

Procedures Input text Output required
given

Confidence Motivation Time allowed Role of teacher and learner

Learning
styles

Honeyfield (1993: 129)

 Types of learning and teaching activities

Willis (1996) Pica, Kanagy and Falodun (1993)

1. listing
2. Ordering and srting
3. Comparing
4. Problem solving
5. Sharing personal experiences
6. Creative tasks
1. Jigsaw tasks
2. information-gap tasks
3. problem-solving tasks
4. Decision-making tasks
5. Opinion exchange tasks
CHARACTERISTICS OF TASKS :

Characteristics One-way or two-way

of tasks :
Convergent or divergent
Collaborative or competitive
Single or multiple outcome
Concrete or abstract language
Simple or complex processing
Simple or complex language
Reality-based or not
 ROLES

Learner Teacher Materials

Selector and
Group Pedagogical
sequencer of
participant materials
tasks

Preparing
Monitor Realia
learner for tasks

Risk-taker and Consciousness-

Innovator raising
PROCEDURE
• The procedure take from the example by richards (1985)
Needs analysis identified target tasks the students needed to be able to carry out in
English, including :
1. Basic social survival transaction
2. Face-to-face informal conversation
3. Telephone conversataion
4. Interviews on the campus
5. Service encounters
A set of role play activities was then developed. These are the
format for role play :

• Learners take part in preliminary

Pretask activity
activity
• Learner then read a dialogue
Task activity • Learners perform a role play
• Learners listen to recordings of
Posttask
native speakers performing the role
activity
play
Willis (1996 : 56-57) recommend a similar sequence of
activities :

The task Posttask

Pretask
cycle listening

Planning Analysis
Introduction to
topic and task

Report Practice