task-based instruction

I thought I had an idea of what task-based learning was in my head before I read this article. However, the two readings brought up many points that I had never even stopped to consider. What, exactly, is a task? It depends, really, on who is defining it, because teachers and researchers would likely want to know different things.

After reading the chapter and the article, I do have a more clear idea of what task-based learning looks like. I really liked the section in chapter 9 of the Anthology, where Beglar and Hunt present the communication strategies that can be obtained through the use of task-based instruction.

I wrote the following in my notebook.

communication strategies

(learners should be actively engaged in them)

- clarification

- confirmation

- comprehension checks

- requests

- repairing

- reacting

- turn taking

*modification and restructuring of interaction

As I looked through that list, I was amazed at how valuable it seemed. I'm still a little bit skeptical of the whole idea of task-based learning, just because I'm not certain that its well defined and I also think its a little bit idealistic. I like more structure than the current teaching trends, and the text explicitly stated that what task-based learning was NOT was structured. However, if task-based learning can produce that list above, then I think it would be extremely helpful. Every single item on that list is so necessary for effective communication. I think the words that stood out to me the most were the last three - repairing, reacting, and turn taking. These are very difficult concepts to teach! (which also makes me question the authenticity of task-based learning). However, students would really benefit if they could somehow acquire them through class activities or homework such as a questionnaire, described in this chapter.

However, all of that said, I think with any such language concept, full understanding of how to negotiate these tasks takes years of language study and immersion. I think we need to be careful that students do not become discouraged if they cannot understand these concepts immediately. They are difficult! We need to encourage them and motivate them, and equip them to use the language in the real world, but allow them room for growth, too.