Task-Based Language Teaching and Learning
University of Alabama
February 1, 2018
In this workshop, we will define what a “task” is and pinpoint how tasks differ crucially from activities and exercises in an FL classroom. We will evaluate existing classroom materials and turn them into tasks for different proficiency levels and content areas across the spectrum. There will be ample time for participants in each language section to revise materials in order to create tasks for an interactive classroom.
3:30 – 3:40 Introduction and workshop overview (coffee and pastries served)
3:40 – 4:15 Part 1: Theory
Task-Based Language Teaching:
• History and hallmarks of TBLT
• Tasks vs. activities and exercises
• Creating tasks that promote proficiency
• Integration of language and content in upper levels (Project Based Learning)
4:15 – 4:45 Part 2: Practice by level
Task creation according to class level (upper/lower level)
4:45 – 5:15 Part 3: Practice by language
Task creation by language section (ad hoc consultation)
5:15 – 5:25 Group sharing of best practices
5:25 – 5:30 Debriefing, recap, and workshop evaluation
Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Amsterdam: John Benjamins Publishing Company.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3): 221-246.
Gonzalez-Lloret, M., & Ortega, L. (2014). Technology-mediated TBLT. Researching technology and tasks. Amsterdam: Benjamins.
Hatip, F. (2005). Task-based language learning. Retrieved from http://www.yde.yildiz.edu.tr.
Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. Procedia Social and Behavioral Science, 15: 46-52.
Leeser, M. J., & White, J. P. (2015). Interactive tasks. The Routledge e-module series on Contemporary Language Teaching. New York, NY: Routledge.
Liskin-Gasparro, J. (1982). ETS oral proficiency manual. Princeton, NJ: Educational Testing Service.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Pica, T., Kanagy, R., & Falodun, J. (2009). Choosing and using communicative tasks for second language instruction. In K. Van den Branden, M. Bygate, M., & J. Norris, (Eds.), Task-based language teaching: A reader (pp. 171-192). Amsterdam: John Benjamins Publishing.
Van den Branden, K. (2006). Introduction: Task-based language teaching in a nutshell. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 1-16). Cambridge: Cambridge University Press.
Van den Branden, K., Bygate, M., & Norris, J. (2009). Task-based language teaching: Introducing the reader. In K. Van den Branden, M. Bygate, M., & J. Norris, (Eds.), Task-based language teaching: A reader (pp. 1-13). Amsterdam: John Benjamins Publishing.
VanPatten, B. (2017). Tasks should form the backbone of the communicative curriculum. In B. VanPatten, While We’re on the Topic: BVP on Language, Acquisition, and Classroom Practice (pp. 164-198). Alexandria: ACTFL.
Additional online resources
- ACTFL Proficiency Guidelines
- ACTFL Performance Descriptors
- NCSSFL/ACTFL Can-Do Statements
- History and theory of task-based instruction (Brigham Young University Humanities Learning Resources)
- Task based language teaching (Move Language Ahead blog)
- Can-do statements for a basic language program (Bill VanPatten & Walter P. Hopkins; CLEAR Newsletter Fall 2015)
- Are some languages really more difficult to learn? Maybe, maybe not. (Charlene Polio; CLEAR Newsletter Fall 2016)
- Project-based language learning: In pursuit of authentic connections (Stephen L. Tschudi & Julio C. Rodriguez; CLEAR Newsletter Fall 2017)
- Acquisition Classroom Memos by Eric Herman, episode 15 on tasks
- Episodes 42 and 71 of Tea with BVP on tasks