Reviews

Doing Task-Based Teaching

D. Willis and J. Willis
isbn 978 0 19 442210 9
Tasks in Second Language Learning
V. Samuda and M. Bygate
Palgrave Macmillan 2007, 312 pp., 19.99
isbn 814 0391 1872

What are we to make of task-based learning and taskbased teaching (T BL /TBT )? Its advocates promote
its efficacy with fervour, but not everyone shares their
enthusiasm for, as Samuda and Bygate point out,
Tasks have been an element in second language
teaching and research for over 30 years, and yet their
use continues to invite controversy (p. 1). Perhaps
this has something to do with the fact that despite
some of the dramatic claims for the superiority of TB L
over more traditional form-focused teaching, there is
little classroom-based research evidence to prove or
disprove such claims. Will the two books under
review help to resolve the controversy in any way and,
speaking personally, will they help this reviewer to
arrive at a more informed evaluation of T BL s
efficacy?

The great strength of Doing Task-Based Teaching is the

inclusion of many examples of tasks and task
sequences from a large group of teachers around
the world. For example, in Canada, Sandee Thompson
tweaks a directions task with her lower intermediate
students; at Yale University, Alicia van Altena gets her
students on a Spanish in the media course to design
a radio programme based on two views of Fidels
Cuba and, in Japan, Jason Moser runs an activity
sequence talking about animals and pets and relishes
the advantages of task repetition.

Before trying to answer these two questions, it is

worth describing what these two books contain and
what, if anything should command a readers
attention.

Doing Task-Based Teaching is divided into ten chapters

which address themes such as the basis of task-based
approaches, task-based sequences in the classroom,
listing, sorting, classifying, matching, problem
solving, projects, and storytelling. There are
chapters on language focus and form focus, on the
task-based classroom and the real world, on
adapting and refining tasks, designing a task-based
syllabus, and on how to integrate T BT with
coursebooks and other frequently asked questions.
Along the way, in a chapter called Tasks based on
written and spoken texts, there is a fabulous array
of reading activities, including prediction and
language-based tasks, sometimes focused on
meaning and sometimes focused on form. Although
the chapter is less generous in its attention to spoken
text, the detailed descriptions of reading sequences
are exemplary, and I would urge you to look at them.

The first thing to say about the books under review is

that they are very different animals. Whereas Willis
and Willis devote slightly less than two-and-a-half
pages to the topic of second language acquisition
research and TBT , Samuda and Bygate devote more
than two thirds of their book to opinion and research
into tasks, and only some 35 pages to the way in which
tasks have been (and are being) implemented in
a pedagogic context. Willis and Willis, on the other
handand as the title of their book suggestsfocus
on tasks and task-based teaching in the classroom

I feel similarly positive about the listing, sorting,

classifying (and many other) activities on offer here. I
would want any teacher to have access to knowledge
about them. Helpfully, the authors offer mind maps
showing the different options (activities) available for
the treatment of a topic. There is an excellent
discussion of task parameters (i.e. things you have to
decide when designing a task) and a convincing (but
short) defence of tasks in mixed ability groups. In
other words, this book is packed with good activities
and useful advice.

E LT Journal Volume 63/2 April 2009

The Author 2009. Published by Oxford University Press; all rights reserved.

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Oxford University Press 2007, 294 pp., 18

and, as such, aim to offer teachers insights and

procedures to help them become fully fledged TB L
practitioners.

And so back to my original question, which is

essentially about whether T BL works and why I, or any
other teacher, should be involved in it. In my opinion,
an awful lot hangs on what a task actually is. Willis
and Willis are less than helpful here. True they offer
criteria for tasks, but these criteria will not provide
us with a watertight definition of what constitutes
a task . . . (p. 13). Instead they quote, admiringly,
Skehans suggestion that some of the time it may be
difficult to decide whether an activity merits the label
task since the two underlying characteristics,
avoidance of specific structures and engagement
with worthwhile meaning, are matters of degree,
rather than being categorical. As I read this, I found
myself thinking that in a book which is written for
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Reviews

teachers who want to get a better understanding of

how task-based teaching works in practice (p. xiii)
and which is devoted to the superiority of such
practices, a lack of willingness to pin down exactly
what is on offer is less than totally persuasive. As
far as I can see a task in the world of Willis and Willis is
a kind of more or less communicative activity with
more or less of a focus on language. I have
absolutely no objection to communicative activities
of course (how could I?), but if I cannot be sure
whether or not they are tasksthe central building
blocks, after all, of this whole way of looking at
teaching and learningit makes it quite difficult to
evaluate what is going on.
Samuda and Bygate, however, do not duck the
definition issue in the same way. After considerable
discussion of how people have tried to define tasks,
they come up with their own reasoned version which
is A task is a holistic activity which engages language
use in order to achieve some non-linguistic outcome
while meeting a linguistic challenge, with the overall
aim of promoting language learning through process
or product or both (p. 69). This sounds better,
though you may still feel, as I do, that it leaves the
whole issue of exactly where attention to language
form fits in somewhat open.
A marked feature of Willis and Willis is to suggest that
task-based teaching, if I understand this correctly, is
any kind of teaching which involves tasks. This allows
them to categorize lessons and programmes which
have some kind of task-based activity in a longer
procedure as task based. For example, they describe
how one of their teacher informants coordinated the
introduction of TBL into his program (p. 182). This
sounds great, especially the contention that when
teachers are all doing the same thing they have a lot
they can share and talk about. It sounds like a terrific
piece of work. But (and I think this is really important
in a discussion of TB L ) lesson planning meant
figuring out how to use the task and then build
a sequence around it (p. 182). What worries me here
is an elision between what Samuda and Bygate
characterize as task-based learning and teaching as
opposed to task-supported learning and teaching. If
T BL is, in reality, task-supported learning, we can say
that any lesson that has a task in it (even if it has, for
example, a healthy chunk of P P P preceding it) is task
based. But this is, of course, an entirely different
proposition from the work of, say, Long and Crookes
(quoted in Tasks in Second Language Learning) who,
after conducting a needs analysis, designed tasks in
a syllabus where elements of linguistic form were not
specified, where tasks were not seeded with language
for students to notice, and where attention to

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The great strength of Tasks in Second Language

Learning is that not only are modern tasks set in their
historical context but also that Samuda and Bygate
take us on an extended tour of research undertaken
so far, before pointing us to possible research in the
future. Along the way, they take time out to look at
some applications of TBL in pedagogic contexts.
Thus, in the seven chapters that make up Part 1:
Background, we learn about the work of Dewey (the
great-grandfather of holistic and experiential
learning) and Kirkpatrick on projects (in the second
decade of the twentieth century). Bruner discusses
learning transfer in the 1960s, and in the 1970s,
Freinet writes about purposeful learning while Freire
suggests a four-phase process of participatory
curriculum development. When, in Chapter 4,
Samuda and Bygate discuss tasks in second
language pedagogy, they reference the work of Swales
and Van Lier in the 1990s and Leun in 2001. In
Chapter 5, they call on Candlin, Long, Prabhu, Skehan,
Ellis, Bereiter, and Scardamalia to help them define
a pedagogic task (an issue we will return to later). In
Chapter 8, the authors look in detail at eight pieces of
research into pedagogic tasks, and in Chapter 9, they
discuss how task-based learning has been used and
incorporated into second language teaching and
learning by looking especially (but not only) at the
widely quoted Bangalore project, Long and Crookes
no language seeding proposals, and at Jane Willis
1996 A Framework for Task-Based Learning. Tasks in
Second Language Learning ends with a wonderfully
useful list of suggestions for future research and a list
of resources for anyone interested in pursuing tasks
further. Throughout the book, the authors are keen to
pin down research issues and problems and to
suggest ways out of them because one of their aims is
to explore why tasks are controversial and to
consider what people do to make tasks educative or
uneducative, why this can happen, and what the
alternatives might be (p. 1).

problematic whichever way you come to it, I would

have thought!

Of course, this fault-line runs through all discussions

of task-based teaching. Whereas the work of people
like Nunan (2004) seems to suggest that it is okay to
teach language first and then use it to perform a task
later, other versions suggest the opposite: task first,
language later. That is what I thought Jane Willis was
advocating in her framework book (Willis 1996). Now
I am not so sure.

And so my reaction to reading these two books is

a hugely reinforced ambivalence about T BL and
a great excitement about the directions in which
future research might help me to understand it.
Samuda and Bygate have laid the ground out here
with admirable clarity and engagement and provoked
a host of (good) questions about what happens when
people engage in experiential tasks. Willis and Willis,
on the other hand, have made it less easy for me to
sign up as a fully fledged disciple of task-based
learning and teaching, even though they have offered
me a range of interesting and enjoyable activities.
Despite reading these two titles then, I still find myself
in sympathy with Littlewoods (2004) suggestion that
the main common denominator of communicative
and task-based approaches in their various forms is
that, even when they use form-focused procedures,
they are always oriented towards communication
(pp. 3256). Er, well yes! And anyway, there is one big
elephant clomping around in this particular room,
namely whether an approach to language learning
which depends on tasks is appropriate for all kinds of
learners. Bygate and Samuda discuss learner
difference in the strategies they adopt for performing
tasks, and that is an area well worth researching, but
neither they nor Willis and Willis are able to address
the issue of whether T BL always wins out over more
traditional form-focused teaching, and whether it
does this for all students, even those who need the
comfort of analysis or who want to depend on their
considerable intellects (Pinker 1994: 29). Perhaps,
then, Ur (2006) is right when she suggests that in,
say, a state school with only three or four lessons
a week, communicative tasks (sic) are a necessary
added (my italics) component of a structured,
language-based syllabus and methodology (p. 3). For
I do know, after all, that language teaching which
does not give students a chance to use language in
meaning-focused activities is not the kind of
language teaching I want to be involved in, and in that
I am confident that all four authors would agree with
me. But in the meantime, my ambivalence remains
because, as Samuda and Bygate point out, . . . until
classroom-based studies become a mainstream for
research in this field, the pedagogical use of learning
tasks will never be properly researched . . . (p. 191) or,
we might add, properly evaluated.

In Doing Task-Based Teaching, the authors are keen to

stress that form should be subordinated to meaning
and, for this reason, should come after, rather than
before a task (p. 18). They base this on a passionately
argued section in which they say that if students learn
a form and then try and use it meaningfully they will
fail because it is very difficult to concentrate on what
we are going to say and at the same time on how we
are going to say it (p. 17). After all, they point out, it
takes language a long time to develop and the first
treatment will not lead to mastery (nor will correction
by the way, which inexplicably gets less than a page in
this book because it is not nearly as effective as we
would like to think [p. 122]). This development
process is presumably why so much practice and
reviewand activities such as role-play, projects,
etc.are built into modern lesson sequences. And
these are exactly the kind of activities which are so
abundantly provided in their book. But remember
that they insist that form focus comes after, not
before a task. How then, do we categorize a stage
where there is likely to be a focus on language,
especially on lexiswords and phrasesat the
beginning when the teacher is priming or setting up
the task sequence (p. 113)? Indeed, many of the
activities on show here have language study at all sorts
of different stages (both pre-, inter-, and post-task in
my judgement), and while this seems completely
unexceptionable, it does not appear to justify the claim
that something essentially different is going on.
Of course, this quandary is not new. In their summary
of the Bangalore project, Samuda and Bygate focus
on the intense discussion it generated about whether
the teacher-led pre-task stage was a form of covert
teaching or notand further whether the success of
the project was more the result of teacher and
student enthusiasm rather than for any real
pedagogic reason. Furthermore, why is it necessarily
better for language to be met in a meaning-focused
task rather than overtly in pre-task form-focused
activities? If language takes time to develop,
perhaps, it will take that time however it is first
encountered. Moreover trying to get the form and
the meaning right at the same time is just as
Reviews

References
Littlewood, W. 2004. The task-based approach:
some questions and suggestions. E LT Journal 58/4:
31926.

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language form was opportunistic rather than part of

task design.

Nunan, D. 2004. Task-Based Learning and

Teaching. Cambridge: Cambridge
University Press.
Pinker, S. 1994. The Language Instinct: The New
Science of Language and Mind. London: Penguin.
Ur, P. 2006. A different ball game: contrasting
contexts and methodologies. Unpublished article
based on a talk given at the IAT EF L Conference in
Harrogate, April 2006.
Willis, J. 1996. A Framework for Task-Based Learning.
Harlow: Pearson Education Ltd.

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The reviewer
Jeremy Harmer teaches on the MA/T ES O L at the
New School, New York, and is the author (and
co-author) of various books on methodology and
classroom materials. These include The Practice of
English Language Teaching, How to Teach English, and
How to Teach Writing (Pearson Education Ltd) and
Just Right (Marshall Cavendish E LT ). He is the general
editor of the How To series.
Email: [email protected]
doi:10.1093/elt/ccp007