Task-Based Approach

As a proponent of the Task-based learning approach, I would say that TBL greatly integrates the four skills speaking, reading, writing and listening. It’s a misconception that task-based activities only refer to the oral activities or activities which emphasize the speaking skill development. Whenever I am preparing for the TBL activities to be introduced in my classroom, I always consider three things: 1) The primary focus is on meaning 2) There is a problem to solve 3) the real-life language similar to that of the native speakers. We also shouldn’t mix up the communicative activity and TBL activity. In the communicative activity, we practice mostly a specific linguistic item or grammatical encounter within a set of restricted language that is the linguistic outcome. In the TBL activity, the outcome of the performance should be non-linguistic though tangible, for example, some kind of report, booklet, or presentation.

Though I am not sure about my syllabi if they are purely task-based, I would say that they are task-supported. I support and scaffold my Ss with the additional language input, offer additional language opportunities, and we perform pedagogical tasks. Sometimes, the primary focus is not on the meaning, but on practicing grammatical and lexical items, as well as skills. As a matter of fact, it’s challenging for me to integrate task-based activities if my principal areas focus include grammatical encounters, and various skills/strategies development.

I don’t agree with the idea of explaining the grammar issues in the Language Focus stage, I would include some grammatical features in the Pre-task stage, so that Ss will be better prepared or equipped for the Task stage.