TBLT in Japan: In search of the middle ground

Kevin Cleary invited speech at JALT2015, November 21, 2015 @ Shizuoka Convention & Arts Centre

Transcript

1. JALT2015, November 21, 2015 @ Shizuoka Convention & Arts Center TBLT in Japan: In search of the middle ground Ken Urano, Hokkai-Gakuen University (urano@hgu.jp) http://bit.ly/JALT2015 1
2. Questions » Where do you teach? » Are you using, or have you ever used, tasks or task-like activities in your class? » Are you using, or have you ever used, a TBLT syllabus? 2
3. Disclaimer I'm not going to... » argue that TBLT is absolutely right. » claim that TBLT is the only way to teach language. » suggest that everyone should adopt TBLT. 3
4. What is TBLT? » Simply put, task-based learning (TBL) is "learning by doing." » TBL is not just for language. » The term task (or TBLT) has become a buzz word in ELT, and people use it to mean different things. 4
5. What is a task? » Tasks have been defined in various ways. » I'll introduce two of the oft-cited definitions. 5
6. Definition of a task (1) I define it [task] as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. — Long (1985, p. 89) 6
7. Long's (1985) definition » Tasks are things we do for ourselves or for others in our daily life. » Examples » borrowing a library book » sorting letters » taking a hotel reservation, etc. » Non-technical and non-linguistic (Long, 2015; Nunan, 2004) » Target or real-world task 7
8. Definition of a task (2) A task is a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. To this end, it requires them to give primary attention to meaning and to make use of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the way language is used in the real world. Like other language activities, a task can engave productive or receptive, and oral or written skills and also various cognitive processes. — Ellis (2003, p. 16) 8
9. Ellis's (2003) definition » A task is a workplan that requires learners to process language pragmatically to achieve a communicative goal. » Characteristics: » primary attention is to meaning » outcome is evaluated by task completion » learners use their own linguistic resources » there is some resemblance to real-life language use » any of the four language skills can be involved » Pedagogic(al) task 9
10. Taget tasks and pedagogic tasks » Target tasks are language learning goals. » Pedagogic tasks are used to achieve the goals. 10
11. What is TBLT? (2) » Introducing a task to a classroom does not automatically make it a task-based lesson. » Task-based language teaching (LT) vs task- supported LT 11
12. Task-supported LT » A variation of the structural syllabus » There is a pre-determined target structure in a lesson. » Typically the final P of the PPP cycle is replaced by a focused task. » Presentation (of the target structure) » Practice (of the structure in drill-like exercises) » Production (of the structure in a communicative way)/Focused task 12
13. Task-supported LT (2) » Same criticisms against PPP apply. » Example » The strong interface position (i.e., explicit, or learned, knowledge can turn into implicit knowledge) does not have empirical support from SLA research. 13
14. Task-supported LT (3) » It might be used "as a bridge between traditional synthetic [structural] syllabi and genuine task-based approaches" (Long, 2015). 14
15. Task-based LT (TBLT) Long (2015), Norris (2009) » Task is the unit of analysis for: » needs analysis » syllabus design » implementation » assessment » program evaluation 15
16. Task-based syllabus design (Long, 2005, 2015) 1. Conduct needs analysis to identify target tasks 2. Classify target tasks into target task types 3. Derive pedagogic tasks by adjusting task complexity 4. Sequence the pedagogic tasks 16
17. Before moving on: Focus on form(s) » TBLT is different from communicative language teahing (CLT) that is purely meaning-oriented (focus on meaning). » The primary focus in TBLT lessons is on meaning, but learners' attention is directed to form from time to time (focus on form). » Researchers differ in when and how to draw leaners' attention to form. » The primary focus of task-supported LT, as well as the structural syllabus in general, is on form (focus on forms). 17
18. TBLT in Japan: Still a minority » Introduction of TBLT will cause a drastic change in the ELT in today's Japan, where the structural syllabus with the PPP cycle (or worse, just PP without the final P) is dominant. » In addition, the feasibility of TBLT has been questioned both in and outside Japan. » Many of such issues have been nicely discussed by Ellis (2009, 2014). » I would like to add a few comments. 18
19. TBLT in Japan: Some obstacles » TBLT is not suited to beginning learners. » Authorized textbooks are not task-based. » TBLT textbooks (and materials) are not really available. » Students have to prepare for entrance exams. » Students cannot develop grammatical accuracy. 19
20. Can TBLT be used for beginning leaners? » TBLT is not suited to beginning learners (Bruton, 2002). » Examples of tasks proposed by TBLT proponents usually target advanced learners (Watari, 2015). » Tasks for beginning learners have actually been proposed (e.g., Long, 2015). » Input-based tasks can be introduced (Ellis, 2009; Long, 2015). » Some empirical support for TBLT for beginning learners (Shintani, 2012, 2015). 20
21. Authorized textbooks are not task-based » In junior and senior high schools in Japan, teachers have to use authoraized textbooks, which are structure-based. (Sato, 2010) » We need "to work at convincing educational authorities to make the structural changes needed" (Ellis, 2014, p. 114). » In the mean time, teachers can try adapting TBLT into their classes. » Hybrid TBLT (Ellis, 2003; Matsumura, 2012) » This is not a problem for schools where teachers can choose their textbooks (e.g., colleges/universities, private language schools). 21
22. But there aren't good task-based texbooks » This is actually a big problem. » Even textbooks that are "task-based" are often not task-based. They are simply modified versions of more traditional structure-based textbooks. » "With a few exceptions, true task-based materials rarely have ... commercial potential precisely because they are not designed for all learners and do not assume that what all learners need is the same." (Long, 2015) 22
23. Why aren't there task-based textbooks? » TBLT based on needs analysis is difficult to implement. » Clear needs identification » Target task selection based on needs analysis » Desining pedagogic tasks and sequencing them » TBLT materials created this way are too sepecic to a particular situation for publishers to consider selling. » We need to explore the possibility of making (more or less) generic textbooks that are nonetheless task-based. 23
24. Examples of task- based textbooks (1) Benevides, M., & Valvona, C. (2008). Widgets: A task- based course in practical English. Hong Kong: Pearson Longman Asia ELT. 24
25. Examples of task- based textbooks (2) Shiokawa, H. (2008). Interface: Effective business email. Tokyo: Macmillan Languagehouse. 25
26. Entrance examinations » TBLT is not suited for test preparation. (Willis & Willis, 2007) » Large-scale high stakes exams may not change easily, but we are witnessing the beginning of some change today. » Not all high school students take entrance examinations. » In-class assessment and student evaluation do not have to be grammar-based. » Why not introducing task-based assessment? 26
27. Can students learn grammar in TBLT? » Students cannot develop grammatical accuracy. (Seedhouse, 2005) » They can, if teachers provide focus on form. (Ellis, 2009) » But is grammatical accuracy that important? (Urano, 2015) » Knowledge of grammar is only part of communicative competence (e.g., Canale & Swain, 1980), but somehow other aspects do not receive the same level of attention » Even researchers promoting TBLT often limit their argument in grammar (SLA research). Why? 27
28. Summary » Target and pedagogic tasks » Task-supported LT and task-based LT » Task-based syllabus design » Focus on form » TBLT is not popular in Japan because people (wrongly) believe: » it's not suited for beginning leaners. » authorized texbooks are not task-based. » task-based textbooks are not available. » students have to prepare for entrance exams. » it cannot help students learn grammar. 28
29. References » Benevides, M., & Valvona, C. (2008). Widgets: A task-based course in practical English. Hong Kong: Pearson Longman Asia ELT. » Bruton, A. (2002). From tasking purposes to purposing tasks. ELT Journal, 56, 280–288. » Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. » Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. » Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221-246. » Nunan, D. (2004). Task-based language teaching. Cambridge University Press. » Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon, Avon: Multilingual Matters. » Long, M. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell. » Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), Handbook of language teaching (pp. 578-594). Malden, MA: Wiley/Blackwell. » Sato, R. (2010). Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese EFL classroom. JALT Journal, 32, 189-200. » Seedhouse, P. (2005) ‘Task’ as research construct. Language Learning 55, 533–70. » Shintani, N. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. Language Teaching Research, 16, 253–279. » Shintani, N. (2015). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning-level learners. TESOL Quarterly, 47, 36-62. » Shiokawa, H. (2008). Interface: Effective business email. Tokyo: Macmillan Languagehouse. » Urano, K. (2015). Naze TBLT wa nihon de fukyu shinainoka (Why doesn't TBLT become widely used in Japan?). Unpublished manuscript. » Watari, Y. (2015, November). Eigokyoikuron wo sakanade suru (Challenging the theory of English language education). Paper presented at Yamaguchi English Language Education Forum. Retrieved from: https://drive.google.com/file/d/0B0s5cKe-jm7sZUlhRlYzRG1ZTk0/view » Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press. 29