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    Task-Based Learning: Based Learning, Jane Willis Presents A Three Stage Process

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    Mãdãlina Mitran
    Task-based learning uses tasks as the central focus of language learning rather than focusing on individual language structures. Teachers have traditionally used tasks as extensions after lessons on grammar and vocabulary, but task-based learning places the tasks first before language analysis. According to Jane Willis' model, students complete a task and then the teacher helps them analyze the language used through corrections and adjustments. The process involves three stages: pre-task preparation, the task cycle, and post-task language focus. While effective for intermediate levels, some question its usefulness for beginners as it requires teachers to take on more of an observer role during tasks.

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    Task-Based Learning: Based Learning, Jane Willis Presents A Three Stage Process

    Uploaded by

    Mãdãlina Mitran
    52 views1 page
    Task-based learning uses tasks as the central focus of language learning rather than focusing on individual language structures. Teachers have traditionally used tasks as extensions after lessons on grammar and vocabulary, but task-based learning places the tasks first before language analysis. According to Jane Willis' model, students complete a task and then the teacher helps them analyze the language used through corrections and adjustments. The process involves three stages: pre-task preparation, the task cycle, and post-task language focus. While effective for intermediate levels, some question its usefulness for beginners as it requires teachers to take on more of an observer role during tasks.

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    Task-Based Learning

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    Task-based learning uses tasks as the central focus of language learning rather than focusing on individual language structures. Teachers have traditionally used tasks as extensions after lessons on grammar and vocabulary, but task-based learning places the tasks first before language analysis. According to Jane Willis' model, students complete a task and then the teacher helps them analyze the language used through corrections and adjustments. The process involves three stages: pre-task preparation, the task cycle, and post-task language focus. While effective for intermediate levels, some question its usefulness for beginners as it requires teachers to take on more of an observer role during tasks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    52 views1 page

    Task-Based Learning: Based Learning, Jane Willis Presents A Three Stage Process

    Uploaded by

    Mãdãlina Mitran
    Task-based learning uses tasks as the central focus of language learning rather than focusing on individual language structures. Teachers have traditionally used tasks as extensions after lessons on grammar and vocabulary, but task-based learning places the tasks first before language analysis. According to Jane Willis' model, students complete a task and then the teacher helps them analyze the language used through corrections and adjustments. The process involves three stages: pre-task preparation, the task cycle, and post-task language focus. While effective for intermediate levels, some question its usefulness for beginners as it requires teachers to take on more of an observer role during tasks.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Task-Based Learning

    Teachers have been using tasks for hundreds of years. Frequently,


    in the past, the task was a piece of translation often from a literary
    source. More recently, tasks have included projects for producing
    posters, brochures, pamphlets, oral presentations, radio plays, videos,
    websites and dramatic performances.
    The characteristic of all these tasks is that rather than concentrating
    on one particular structure, function or vocabulary group, these tasks
    exploit a wider range of language. In many cases, students may also be
    using a range of different communicative language skills.
    The traditional way that teachers have used tasks is as a follow-up
    to a series of structure/function or vocabulary based lessons. Tasks have
    been ‘extension’ activities as part of a graded and structured course.
    In task-based learning, the tasks are central to the learning activity.
    Originally developed by N Prabhu in India, it is based on the belief that
    students may learn more effectively when their minds are focused on the
    task, rather than on the language they are using.
    In the model of task-based learning described by Jane Willis, the
    traditional PPP (presentation, practice, production) lesson is reversed.
    The students start with the task. When they have completed it, the
    teacher draws attention to the language used, making corrections and
    adjustments to the students’ performance. In A Framework for Task-
    Based Learning, Jane Willis presents a three stage process:
     Pre-task - Introduction to the topic and task.
     Task cycle - Task planning and report
     Language focus - Analysis and practice.
    Task-based learning can be very effective at Intermediate levels
    and beyond, but many teachers question its usefulness at lower levels.
    The methodology requires a change in the traditional teacher’s role. The
    teacher does not introduce and ‘present’ language or interfere (‘help’)
    during the task cycle. The teacher is an observer during the task phase
    and becomes a language informant only during the ‘language focus’
    stage.

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