lKE:lIrIBrS:Frs"rEFEtt llctc rr a tctldcnc)' lo ilr\(r!l.lt( \orrc. rgch as tlrrs rc:rtlrng t.rrL.

rlu\
ctlullrrrrtlrcatron lrsl(5 rlrld t.rlc lrrnger: ('uupor<' rlw sunutwrr ul
tirsk-b:rscd lcarning {TBl-l r/tr' ,r'.rt with thc oridnnl uul tyot tht
rlrtlt ln rrrcrcitsc in llucttcr l tr tt trn:llttkt,S.
ilclt\'rtrci urrrl.r rcr,lrtc!tott ttt tltc
conccrn lirr lccuntcl. lntlccd. I hatc
hclrrd rlnrc tclcltcrs adnrtl lo lccltrtt
Task design
guiltv lrbtrut tr'ucltirr g urltnrnrur. l'lris .\r :r hirsic princrl:lc. it is inrFo:srlrlc lrr
rrcc(l lt(r(. illrrl rcSC:rrCh SltO$'S th:rt rt tlcsiun cbrnnrilnisrtion lasks rvrrh thc
shoulcl rrtlt. hc thc citse. d!(prcss intcntirrrr of clicirirrg .ltccitic

"bffi$ffid
.jane Willis shows
learning
A lccus on both:rccuntcy and langunge lbrms (lf learncn are fru: to
fluency can bc naturally incorponrtcd if exprcss tlrcir orvn rrrcanings irr rcrponsc
how the study of tasks arc uscd systenratically as thc to thc task, horv do nrc know rvhat thc.v
ccntral purt of a larger framcrvork. will rvant to rnean?) lt is hourcrcr.
grammar and lexis is Grammnr and language study arise out rcalistic to snn from ropics and tcxts,
of rhc task and accompanying materials dcsign appropriate tasks and thcn cxploit
wherc the emphasis is on their mcaning the language that occrn naturally in tlrc
integral to a task-based
and actual use. Specific featurcs of task interaction and/or ths tert. So.
lar-guage form are lrighlightcd after rhc choosc lour topic (eg cats or families. or
learning approach.
learners havc experienccd languagc in funny things small childrcn do) and thcn
use wirhin a lrolistic contett during tlre try dris modcl for dcsigning somc tasks
task c-r'clc. (Tbere are many dilfcrcnt typcs of nskt
but for designing ylur own, I havc found
What is a task? this classification with six basic task
types to bc the most gencrative)
My dcfinition of 'task' (which is nrore
specilic than tlrut uscd by Andrerv Ordering, sorting. classifying
Litdejohn in ETp lssuc One) is:
Usting-r, t
... tt goul<rrictrtcd activitlt in rl,hit'lt
\.t/'
T lQoma,anng
lcarnars isc lurguoge rc achierc a rcul
AT.IYTOPIC
otttco,r,e. ln otlrcr \ords. learncrs usa
-{ :\
v'lntevcr taryet lrl'llguage resources tlrcr P?oblem I Snanng
hutc itr onlcr to.ro/r'r'a prohlcnr. tttctkc u - Creative Itasks
solunq ogn|ons,
peGonal
list. do o pu::le. plar a ga,rrc. 0r slturc
Or ProleCts exoenenc6s
titttl co n pu rc rt pe r i cn ces
ln this sensc. the following is a
language prilctice activity, not a task. Tlsks ofdiffcrcnt kinds can bc
besruse the focus is on form. not designed for any ropic or suitable tcxt.
outconre: Usc the ttuciliort fornr'Ditl To incrcase Glevant cxposurc to sPoken
rott ct.'r .,-' ttt ttsk t'our partner ahout English. fluent spcaken can bc rccordcd
their childhood. doing thc tasks and/or Gporting lrow
Tasks vary in length. A bcgtnncrs' they did thcm. thus prcviding
task might only take a minutc or so: spontancous languagc data for
Ask tlirac pcopla in yaur rluss lbr rlrcir subsequent lirnguage study. Tlris also
Jane Willis would rvelcom! fe€dback oti lhis
anicle: wrilg to het at LSU. Aslon UnrY€'sty' plnnc nutnhars tutcl rritc thent.dorn. providcs a srmplc intcruction for lcurners
Birmrngham A4 7ET. UK More crcative tasks. such as anccdotc' to expericncc Having donc tlrcir own task
or emarl at i.twill3easton.ac.uk. hrst. tlrcy will understand whal mcrnings Lb>
telling lnay takc around tctt Irlinutcs.

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393
 Task&es0d A TBL framework
.\ 1'lll- lramcs'ork is shorrtt ttr (itc hrrr
Thc liilloninc notcs givc x{{1111rn.r1
ittlirrttt:rlrort lttrottt lhc rolc rrl' lcachcr

learning ;tnd lcarttcrs. rvith crattrplcs. \itttr t'stt

t;rrL lr v(lr rcad. rs to dccttlc:
I Which ol'tlrc t'Our'ct:nrlrtictts lor
lurrning' rricntionctl cilrlicr :trr' nrct
me:rnrng. Itlcitrrtrtt tntl usc musl c(lnlc tluring clclt plrasc j
' rrrording. so as thcy listcn. thcv qtn look tlrst- lt's no good spcuding :r lot ol'tiurc I At rvhiclr phasc/s ntigltt lcltrttcrs trto't
out t'or thc fornrs tltat act :rs il vchiclc for tcaching dccrrntextulliscd rvord lirrnrs or hcrrclit fronr corrcctiou ol' tbrnr.'
thosc nrcanings Tlrc tnttscnpltorr lltctr pilttcrnJ thut qrntrot hc :rccorrrrnodntcd During rvhich phascls rnight you
providcs datl lbr a subxqucnt frrcus ort by thc lcarrrcr. For cxnurplc. s'c all knorv tlccidc ccncrallv not to c6v1i:c1.t Wln''
: grantntar and lcxiqrl plrntser thirt lcarners ciln cxprcss qucstions quitc
Tasks can bc donc singll'. or in it undcrstarrdably s'ithout using standard Pre-task
, serics on lhc samc topic. rvith otrc task qucstion fornts. evcn thouqlr thcse forms lntroduction to toplc
arising out ofanother. Leti look at a lravc bcen 'tauultt'. r\s tlrcy gain nrorc ancl task anstructrons
: concrctc cranrplc lt beginnr.'r levcl. expericncc of tlrc rrcrv Innguage irr use I
tlrev slorvly bcgin to usc othcr forms Wc Y
Topic l[tcrnational $ards Task Cycle
havcall had the cxgxricncc ol'prcscnting
Listing How muny s'ords o[ English and prnctising a purticrrlar l:rnguage Task ---+ Planning"+ Report
clu you tlrink o[ tlut arc knorvrr pitltcrn, sitlr lcarncrs gctting it riglrt (Usten to task recotding)
irrtcrnllliotnll-vf Tsrchcr gtvcs somc during thc lbrnr-lbcuscd practicc stagc
cramplcs: /bor ha I l, goal. t ct x i. hanthurgcr'
Studcnts continuc in pairs Tinrc linrit.
but then. at tlrc nrcaning-focuscd frce
production stagc, tltcy do not usc tlrc
I
t€nguage Fucris
onc nrinute, after s'lrich pairs read out 'ncrv'itenr at ull. Lunguirge lcarning is'r Analysis and practice
thcir rvonls rvhiclt arc thcn rvrittctr on gradual orgirnic proc€ss ratlrcr tltan a
rhc bourd (live to tcn nrinutes). Ask by piccc additivc process As
picc-e
rvhich pair found thc most words Nunan puts it. it is far morc likc helping Pre-task: lntroduction to the topic
a gardcn to Ero\q than building a rvall and task instructions
Classifying Horv can you classify thcsc
onc brick at a timc. Tlris givcs cxposurc to teachcr tulk. but
words? (Sports or food. ctc.; ln pairg
brainstorming uscful topic uords and
think of othcr catcgories put the rvords
Tlrc TBL framcs'ork sas designcd phrascs is a good sty of involving
inro your catcgories and add more
to help crcarc optimum conditions for sludenls in this phase
words if 1ou can.
natural languagc learning. Thc threc
Comparing Comparc lour catcgories esscntial conditions for lcarning are: Task Cycle
and lists rvith anothcr pair. What cxtra o cxposure to the target languagc in Lcarners usc language in varying
uords do you/theY hara? usc, both spontancous and planned circunrstanccs and are exDoscd lo
Sharing personal opinions Which languagc in spokcn and rvrittcn lornr. others using it.
food, sports etc. docs your panner like . opFortunities to usc thc targct The Task Phase givcs opportunitics
and not like? Find tl'rrce things you language for exprcssing meaning - for interacrive spontancous usc of
lrave in common. both in private and in public languagc in thc privacy of tlrcir pairs
situations, in pair and small group wherc mistakcs don't matter.
interactions. monologue and writing. The Repon Phase encourirgcs a
Afier cach of tlrc firsr thrcc taskr thcre
could bc a lot of intcraction bcts'ecn o motira(ion to enguge rvith and try to cornbination of accurucy arnd fluency
undcrstand the cxposure. and to usc (learncrs don't want to nrake mistakcs
teachcr nnd studcnts. As thc lcarncrs
offcr tvords to fit tlre categories. you what they know to communicate in front of tlre class).
what thcy nrcan. The Planning Phase is thc timc for
rnight say: fennis. lVln suid tannis?
lbu? So do rou PfuY tmnis? No? "lnd A further desirable condition is: tsrcher input und advice Lcarncrs plan
ilo r focus on lrnguage fornr to prevcnt what lo say lt the report stitgc. to corrcct
you? Do 1'ou plot'? Or 1'ott trutclr
'mistakes to strivc to usc 'bcttcr' lunguagc
tennis on Tln I fikc tvttching !cnnis ott fossilisation and hclp learncrs improve
upon what they can do alrcady. and to focus on form.
TV lVimblulan, csPcciallt ".
It is useful to examine thc approach The optionat listening phase allows
your learners arc currcntly uscd to, to studcnE to hcar how flucnt speakers
Why TBL? see rvhich of these conditions are did thc same task.
TBL recogniscs the fact thar language fulhlled and which arc lacking. lf they
learncrs arc first and forcmost grappling lind it diflicult to talk. for cx,ample thcy t.anguage Focus:
with a ncw systcm of meaning. Thcy rvill may not have had suflicicnt cxposurc to Analysis and practice
only learn nerv rvords. phrascs lnd spontaneous spoken Englislt or have Lclrners gct repcatcd exposurc to thc
patterns if thcsc lit the stage of lackcd opportunitics to usc !t. fvtaybc lauguage from thc task cyclc and havc :t
they have had.too much focus on form chancc to locus on form and ask
r.lcvelopment tlrey arc at in thcir own
which has affected thcir confidence questions about language fcaturcs
systcm. ic if thelr undcrstand the

4 . €NGuSH re.eCxrucpro/cSs ionll ' BcvcNin' octob" ;998 '

394
Iir:rrrrplrri rncludc cotliel(ltls.lc:\' r.l l)l rl {
lctrvitirs stlch :rsidcntil vrrr g,. cllt'.r I vt tt c.
;rnd l'ucusing on sg:'cilic lltrguagc
fcaturcs {cg vcrbs cnding in 'rrr(l Tltc:c
hclp lc;rrncrs syslcnrillisc lr1lxl thc!
llrcady know wlrilc tloticing 11grr tlttttui
:rbottt lltttgrtituc :rtttl tlrc ttit\ tl t. tt:cd
Pructicc lctivitics Itrnv ltclp tltcnt
rcntcttt*Lr n6r' pltntscs :tttd pitttt'rtts liortt
tc\t\ ()r transuripts 9[ 1x5l lgctrrtlttlus.

A TBL example
The lollos'ing is un clanrplc ol tlrc TBL
l'ranrcrvork in usc. This is a tcrt'huscd.
problenr-solving task. rvlrich givcs rrsc
to r\\'o task cyclcr lt is giren hcrc
prirrrurily its ln cxntrrplc of hort a TB [-
ugrpro:tclt rvorks in Practicc anrJ hos'
111d shcn to incorponlte languitgc
input. corrcction. ctc.

The Peanut Butter Story My three-year-old brother. who had wathout using both hands to turn the
Pre-bsk As an introduction. been playang ourstde all mornang, door knob.
brainstornr thc topic of lrartut buttcr. came into the kitchen. begging lor a Atter a moment's consideration. he
Jl'hur tht tnulnv knon'uhout 11111n11 tnillot) snacl(. I gave him a sli^e ol breacl lound a sclutioo. He plastered the
| | hute it. H'ln likrs it! Horry is n nnula.l and peanut butter. Holding the breact sticky side of his bread to ths wall,
ll;lyl,t s it lika? It's stdctl: 0t rltntticu carelully in bcth hancls, he staned to used both hands to ium the knob.
tht rut il on breatl n'ith iutt or jclly ) leave, but when he reached the peeled his bread off the wall and went
Set tlrc task. 77rri is o Problott' closed kitchen door, a puzaed out happily to play.
so/r'rir.g rnsll with n clilfcrcnce l'm goine exoression came over his face. td.r filf! ,tp Cotin W Ergdt'r CotttG
ro girr -rtrrr the solution. You haw to tulk He was too small to oDen the door L.!d 3 WiU.r J .rt rvi|r, g l9E9l
vith your partner and lry lo gtterir what
thc pnthlcm trrrs l'otr /tatr ttrn ,rrtt rttcs
rc think of tno clilfercnt problenr. Hue what to write or say. checking their Situation: l'laying in the gorden. got
is a druting of a slicc olbrcad unl grammar. spclling or pronunciation. Have hwtgry, l.l'cnt into ilrc
pcr,tuc htttrcr. But it's ttol or, ( pkttc. it dicrionaries rcady for usc This phers: rvill kitchen ...
ri sruc/i on a lnall besida a hack door- ukc longcr than thc task pltasc Problcm:
(Tatk as you drau'.) This ttv,s tltc Report One Ask each pair to rePort Solution:
solutiott to somcone's probletn- llthot their idca. cither by spcaking in turn. or Ending: ... \et t out. happill, ...
nzns rhe problettt? Hor and why lid thc by putting up their writing on the rvall. Planning ancl Fteport Two Aftcr
slicc of hrcarl ond Feanttt huttcr.'n.l ttlt Otlrer pairs make a list of tlrc ideas some planning tinrc lcarncrs takc turns
on th<'r,tll? Chair the reporr scssion. comnrentitrg to rcad out a part of their version of
positively on thc ideirs olfcrcd (not. at thc story. Othcrs commcnt and suggest
Task One this point. on the lirnguage used). Tltcn improvemcnts bcfore moving on to tlte
Studcnts rvork irr Pairs to generntc ask thenr to dccide in pairs which ideas nexr bit of the srory.
ideas. (You might likc to lhink about it to nominate for sillicslfunniest/most Follow-up to Fleport Two Learncrs
looll Ertcouragc all :rttcmPt$ ilt probuble and take a votc. rcad thc story agaiu to sec rvhich pair
exprcssing idcar Rcsist the tenlptittron Follow-up to Beport One Either read rcmcmbcred bcst. or to compitrc the
to corrcct your ainr herc is to boost thenr the original story. or mlkc copics class version rvith the originll.
their confidencc. Suggcst thcy tltink ol' and lct thcnr rcad it silcnrl,v. Tlrcn discuss tanguage Focus Lrt studcnts rcrd
trvo altcrnative possibilitics lbr whosc story s'as thc most similar and .through the original story a couplc of
problenrs Encourage pairs to think of wlrether you prcfer this venion or the tinrcs Ask tlrcnr to look for thc rvords
two (or more) possibilities Stop thcm oncs thc class invented. and phrascs that signal the problem
( bttt .... too snnll to ...), the solution
oncc ewrlonc has got ul leust onc idca
Task Two (an casy onc!) and the cnding (ftnppilr'.
and somc pairs havc got trro or mone.
Planning One Dccide s'hcthcr pairs To promote more lunguage usc and ns in rfic'.r ull livcd happily cwr uftcrl.
will rcpon in writtcn orspokcn lbrm' Teil decpcr proccssing of thc text. ask Thcre arc bound to bc some rvords
students they will bc choosing thcir bcst students in pairs to retell or rewrite the studcnts still don't know. Encourage
idca to tctt the wlrolc clirss lt rn.ust be in original story from memory ts il it had tlrcm to guess rneaning from the
thcir bcst Englislr bcs.rusc evctltrne rvill hirppencd 1o rhcm. conlcxt and/or the gntmnrntical form
lf neccssary..rvritc the slory (eg b.j,q.ritrrg/irr is ttrc sunrc pattcrn rs
rgarL/lrcar it. Allot tlrc rolc of rvritcr or i: usking Jirl. Don't rvastc tirnc discussing
spokcspcrson for cuch pair. Sturlcnts plitn structurc on the board:

' f3ru. Ninc ocrob.r t998 . €NGusH teecxrNc 2rty'i'.lsionul .5

39s
 rrt-
'
L AS{G bas e d :: :ilril*x,t','"'ffii*:ri:* Exposure and use
learning
r
Tllt. rcsts or-r thcprcnrisc llrat lclrncrs
lelrn thtlugh dircct cx;xricncc rrf
larreuagc in usc (exposurct atrd thnluglt
unusual s'ords likc plastcrctl. a qurck Usc thc pattcr[ too snnll ro ... and usirrr lunguauc lbr thcntsclvcs (uscl. In
dcrnonstration will do. tcll your partner trvo things lhat rvcrc TBL. lcarncrs start with thc task. using
Continuc rvith sotrrc (rrot alll trl'thc truc for you when vou rverc )oung. rvlrat thcy can ofthc targcr hngu:tge and
following activitics rvlrich arc groupcd cg lVhen xe liwcl in London, I nus tott rccalling s'hat thcy knorv lrom prcrious
un<lcr t/frcc slarting points. Lcarncrs )'ortng to go to tliscos. hssons to achicve thc msk outcomq
generally gain lrom sorking in pairs Thcn tlrcy improvc thcir languagc
and having a languagc notebook at Uscfiil phrascs to huild on during thc planning and rcponing
hand to writc dorvu useful Phrascs ilf y t l tr"r-t ror-o ld bro t hcr phascs and build on and ertcnd it
and prtterns. Writc thrce or four sirnilar 'age' phrascs rluring the languagc focus componcnt.
describing people you knou'. As teachcrs, nrtlrcr tlrnn spcnding
lllcanings Kitchen door. door knoh timc prcsentiug and pnrctising onc
o Rcad aloud live rlholc Phrascs Tlrcse noun + noun phrases are very structurc or pattcrn (thc equivalent of
rel'crring to food. cg ttohling thc common in English and Gcrman. Are prfecting thc lnying of one brisk).
breotl carefullf in both huutl's' tlrcy common in lour language? Try rvhich some studcnts rnay not be
r Find trvo limc phrnser What othcr translating somc of thc eramples belorv dcrrclopmentally rcady [q1, rrrc arc
tinre Phrascs ctn You make s'ith thc into your languagc Thcn. rvith your hclpirrg learners to noticc a rvtole artzy
same patrcnrs? cg all ilo1', ull night; partner. make a scntcncc in Englislt oflanguage fcaturcs in thc holrs thcy
uft cr o nonwil's hcsittt t ion I t I ttutgh t I that explains each one in l!ll. (lt often rvill recognisc thcnr s'hcn they see or
refeaion. hclps il you bcgin rrith the tinal nouu.) lrcar thcm in futurc cxposures. ln this
o Find four phrases dcnoting going tol icc cube ( An icc cube is a ube nnde ol wa,vi wc help them guin insights
ice that you put in cold drinks ) gradually rsther thirn lraving thc
frorn Placc. Wlrich vcrb takcs no
a
preposition? ice tray unrealistic aim ofexpccting thanr ro
icc crearn tan learn structurcs all at oncc We arc not
llord or Port oltmrd front tloor ky giving learners bricks to build a wall -
o Find and n:ad out four comPlete English language school student outing wc are sowing secdg watcring thcm.
ohrascs in thc lint paragraph with a Start a collccrion of noun + noun and waiting for the nert shonrcr to help
vcrb cnding in 'rirg' Notice the phrases in your languagc notebook. them grow. p
posirion of cach 'lirg uord. Which tuo Ncrvspapers are full of them.
b"gin Phrasc? \\hat about thc last Ughtbown, P and Spacla. N How
" should givc insights into
onl? Cnris Diaionar.v work languages arc Leamecl OUP 1993
the narrativc style of shon storicr) o a puz:letl expression cdme owr his lace
Nunan. D Teaching gnammat in conlext
t lVlro hdd been playing outside all Likc many English words. c-rpressrbn
English bnguage Teaching Jo.tmat
nnrning WhY has tlrc writcr choscn has threc fairly di*inct conmon
Volszz 1998
hod been plaYing (the Past Perfecr mcaningl Look thcse up in a good
dictionary. [n what senses can it be Wiltis, J A Frarneuror* for faslr'based
Continuous tense) rnther than rra'r
nradc plural? Copy down two or Learnhg Longman 1996
playing (Past Continuous)?
o Verb + -t'rtg is commonlY uscd threc phrascs you like willis. J and Wllis. O Challenge and
following a prcposition. eg rithout o Tlre plrrasal vcrb come ot'er has Change in l-anguage Taaching
several differcnt uses: the onc used in Heinemann ELT 1996
thinking, aftcr realising, betbre t:arnrg.
on leaving. Makc uP thrcc more thc tcxt is tlrc most common. Cuess Skehan. P Seconcl t-anguage
ohrascs likc this that could fit into tlrc meaning of cone ovcr in thcse Acquisition Research and Tasktase<l
ih" ttory. eg Afier playing outsidt all scnlcncts and thcn chcck the lnstruction in Wiltis. J and Willis. O 1996
noming... meanings in a dictionary.
I cane over all queen
I ntet lrittt on the boat cotning ovcn Jsn. Wllllr t rch.a at Arlon
o Hcrc arc fivc cramPlcs from the storY UnlY.rlity. U|(' on ilrci? n.w
with thc word lo. Think of n'hat to Tlrc nrcaning doent't corne owr twy nrcll. moduLr M.rt 18In IESOI-/
TESP. H.r boo}.r indr.6.
mcans in cach cass Whiclr one is vcr-v Te.c,[,ln I Eagu.tr f h toug d
ditfcrent from the othcrs? This sct of sample activities shows how €ngrirrr (Longra.nl.
rich even a short tcxt can bc in its Ch.aango Ch.ag. in
nancd to leaYe
tz ng u.go f.rcrrirg
',ad (with
oo small lo o?en the door' potcntial to contcrtualisc grammar. Dav. Wi||i+ Hcincmennf, antl
nlosrered his bread to the wtll The activitics not only shc{ light on the A Fram'tror* fo? fasl-basad
'used language in this rert. but help learners Laaming (tongtn.nl.
both lnmls to turn thc knoh
twnt out haPPilY lo Pla.v to move outsidc the text and rcflect on

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