Task-based Learning: An Authentic and Meaningful Way to Learn a New Language

When learning a new language, it is important to become familiar with the rules of grammar, including proper sentence structure and use of vocabulary. But being grammatically correct is not always synonymous with being fluent in a language. One reason is that language is very nuanced. The same word appearing in one sentence can mean something entirely different when used in another. Similarly, the tone in which a word is spoken can imply a specific meaning or emotion that can change depending on the context of the conversation. Understanding these subtle nuances in a language plays a significant role in becoming fluent in its use.

The most effective way to develop fluency in a new language is to use it in real life. In the classroom, this can be accomplished through a student-centered teaching practice known as task-based learning (TBL), sometimes referred to as task-based language teaching. The TBL approach is one where students work in groups to complete a task using the target language they are learning. The task might consist of a problem that is relevant to their daily lives, or it could be a general topic in which the students share a keen interest. In both cases, the task has a goal or objective that students are challenged to meet. Because it is structured in an authentic, meaningful, and purposeful way, the task can increase student engagement. This in turn can facilitate language learning. Nora El-Bilawi, assistant professor in the English for Speakers of Other Languages (ESOL) Education and World Language Education Programs at George Mason University, recently discussed the TBL teaching strategy and how it can enhance language acquisition in K-12 students.

The TBL framework focuses on having students achieve the goal of a task or solve a real-life problem through the natural use of a target language.

Under the TBL framework, students are assessed on whether they are successful in achieving the established goals of a real-life task using the target language. This differs from other methods of language instruction which focus primarily on students learning the rules of grammar, proper sentence structure, and other mechanics of language. The TBL method is instead based on the belief that students can more effectively learn the language by using it within the context of solving a problem or working on a project that has relevance to their personal lives. Correctness in grammar will develop naturally as the students continue to use the target language in communicating with their peers to complete the assigned task. When students engage in the authentic use of the target language in completing a task that is important to them, the process of learning a language is transformed into something much more than just an academic exercise. It becomes an experience that has purpose and meaning.

Practicing TBL in the classroom can increase student confidence in using a new language.

TBL can increase the confidence of students by helping them overcome any anxiety they might experience over mispronouncing words or using the wrong sentence structure in a target language. This is because the students are not preoccupied with strict grammar rules when they engage in a TBL activity but instead are focused more productively on completing the task at hand while using the target language to achieve an established end goal. When TBL is practiced in the classroom, students will be engaged in spontaneous conversation with their peers in a natural and authentic manner that resembles how people talk to one another in real life. In addition to helping students build conversational skills in the target language, TBL supports them in developing the ability to listen, read, and write—all of which are essential to communicating in any language.

Strategies for Implementing TBL

As summarized below, there are several strategies that World Language and ESOL teachers can use in implementing the TBL framework as part of their lessons.

Engage in backward design — Before designing a TBL activity or learning experience, teachers should identify what it is that they want their students to achieve upon completion of the project or task. Teachers can then work “backwards” in designing an activity that will lead to those goals and outcomes.

Identify information gaps — Teachers can design a TBL activity that requires students to gather information which satisfies information gaps as they work collaboratively on a task.

Serve as a facilitator — Once students are provided with a clear and concise explanation of what is expected of them during the TBL activity, the teacher should allow students the flexibility to collaborate independently with their peers. As a facilitator, the teacher’s role is to provide feedback to the students but not control how they perform and complete the assigned task.

Provide scaffolding — Teachers can provide support when complex subject matter is introduced that exceeds the student’s existing knowledge base. This stage of learning is referred to as the Zone of Proximal Development (ZPD). It is where a student learns content with the help of an individual who is more knowledgeable, such as a teacher. Students enhance their critical thinking skills and increase their knowledge during the ZPD. The teacher can design a TBL activity that corresponds to the identification of a student’s ZPD where they will encounter cognitive challenges in learning content that is new or unfamiliar to them (such as a new language). As the student develops greater proficiency in the new subject matter, the support offered by the teacher is gradually reduced until it is no longer necessary. Education experts say this is when learning takes place.

To learn more about degree offerings in the English for Speakers of Other Languages (ESOL) Education and World Language Education Programs at George Mason University, please visit the program websites.