ELT Book Review
A Framework for Task-Based Learning
Jane Willis
Longman, 1996
pp. vi + 183
ISBN: 0582-25973-8
¥3,700
One-of-a-Kind
While the topic of "task-based"
learning has been discussed in the literature throughout the '90s, and
Task Based Learning (TBL) has become a regular topic at teachers conferences,
only one "how to" teachers' book exists on the market. Jane
Willis' A Framework for Task-based Learning is unique in this regard,
one must scour academic literature and conference proceedings to find
other discussions on the topic. But then, this title in the Longman
Handbooks for English Teachers series is everything an experimenting
teacher would want, so maybe the other ELT publishers just surrendered?
A Narrow Target
Admittedly, Task Based Learning
is still a small, yet growing, trend in contemporary ELT. Task-based learning
is based on several fundamental assumptions which are now popular themes
in many "communicative approach" designs: we should critically
assess both quantity and quality of student talking time; and that exposure
to and experience in use of language, along with learner motivation, are
perhaps more important than the language instruction itself.
Contents
Framework has been organized
as Part A: Starting Points (chapter 1 about the best environment
for language learning and chapter 2 to introduce the concept of tasks),
Part B: Task-Based Learning (describing the designed "framework"
and how it fits into texts ["a continuous piece of spoken or written language".
p67], listening, and language focus), and Part C: Implementing Task-Based
Learning. There are some nice appendices -- including "Five sample
task-based lesson outlines" and the photocopiable "Top 200 words of Spoken
English" and "Top 200 Words of Written English."
Each chapter begins with a "focus page"
that includes interesting illustrations or short clippings, and concludes
with nice and succinct summaries, assorted followup tasks, suggested readings,
and notes. These notes are really useful -- those not read during the
reading of the chapter (footnote style) really should be examined!
Design
Willis does an excellent job
of defining and describing her terms throughout the book. This eliminates the
need for a glossary, though a more expansive index might be desirable.
The book is designed as a handy guide for a teacher's first-initiation
to task-based learning; though not so convenient as a desktop reference
later on. Framework is highly practical, such as recommending a specific
amount of time (e.g 2 minutes) for certain aspects of a task-based lesson.
Distinctions and Growth
As I read through the book,
I found myself questioning or disagreeing with various statements or concepts.
In parts this may be a result of rapid changes in teaching philosophy
in ELT since the mid-1990s, and I wonder if Willis would still make the
same arguments. In other areas these might be individual teaching preferences.
In any case, it's nice to read a book that makes its position so clear.
Willis argues that output helps intake,
particularly when students have an opportunity to think through their
output (planning). This appears inconsistent with Krashen's claims that
input always comes before output.
The definition and description of "task," and the distinction
Willis makes between her definition and some other scholars', are clear.
Her examples are less so. The argument that the activity "Write four
sentences describing the picture. Say them to your partner." has
no communicative purpose (p.24) appears specious. Non-motivating, yes.
Lacking a meaningful response, perhaps. But students who understand that
they are writing for their partners are writing for a communicative purpose,
no less than if writing for a guessing game.
The principal concern many teachers have
with Willis' framework for a TBL lesson is the relegation of language
instruction to the end of the lesson. Pre-task activities give the teacher
a good opportunity to pre-test students abilities, and provide some level
of pre-teaching through short modeling, elicitation of information, etc.
But in this framework, students spend most of the class period "practicing"
and "producing" before any detailed instruction is offered,
which could result in deeper fossilization of incorrect language.
Asian Applications of TBL
Task-based learning seems particularly
appropriate for our more-reticent Asian Learners of English (ALEs). Hong
Kong's "Target Oriented Curriculum" for primary education is
based on a foundation of task-based learning. Jane Willis, faculty in
Aston University's distance MA program for ELT, will be coming to Korea
TESOL's international conference this fall as part of an ongoing commitment
to ELT in this part of the world.
TBL is more than "an activity every
minute," it gives learners time to consider their work, and through
this reflection, to grow. It also allows ALEs to use "their"
English, and to buttress it with their native language where necessary.
Once they become accustomed to this nontraditional learning style, students
will work well within it. Though individual teachers may differ on the
volume of TBL to be used, it seems clear that TBL has a proper place in
Asian classrooms, and Willis' A Framework for Task-Based Learning
is the recognized teacher's source.
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