Towards%20a%20version%20of%20task-based%20approaches%20suitable%20for%20schooling

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Towards a version of task-based approaches
suitable for schooling

• David Carless
• University of Hong Kong
• dcarless_at_hku.hk

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Aims of the study

• To probe key issues in the implementation of
  task-based teaching in Hong Kong secondary
  schools
• To work towards a version of task-based teaching
  suitable for schools in Hong Kong and other
  comparable settings
• To propose some features of a situated version
  of TBLT

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Critiques of TBT relevant to schools

• Bruton limited applicability new knowledge?
  accuracy?
• Klapper too close to L1 processes for FL
  contexts
• Seedhouse task completion but limited
  linguistic output
• Swan less effective for teaching new language
  lack of input

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Contextual suitability

• Espoused methodology needs to be sensitive to the
  socio-cultural context (Holliday, 1994)
• A context approach to language teaching (Bax,
  2003)
• Ellis (2003) Ch 10 - innovationist perspectives
  e.g. cultural suitability ESL vs EFL.

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Hong Kong context

• Façade of progressiveness mixed with generally
  traditional practices
• 1983 CLT syllabus not implemented widely
• Recent task-based syllabi (primary c1997,
  secondary c2000) not implemented widely
• Adoption rather than implementation
• With pockets of successful implementation

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Research method

• Semi-structured interviews
• Purposive sampling
• 10 teacher educators
• 11 teachers
• Extensive data set but single method (no
  classroom observation)
• Analysis including, member checking and
  reinterpretation

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Findings 4 themes

• Need for adaptation of TBLT for Hong Kong schools
• Role of grammar and PPP
• Role of examinations
• Oral group work in TBLT vs other modes

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Need for adaptation

• Danger of being too doctrinaire
• Risk of underplaying teachers beliefs and
  practices
• TBL with local characteristics
• An eclectic compromise

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Quotation 1

• Teachers would actually have a lot more
  confidence if they can see variations suited to
  the TBLT framework, for example, with the
  language focus coming in right at the beginning.
  My impression is most teachers will tend to be
  more in favor of a soft TBLT approach

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Importance of grammar

• Grammar teaching emphasised by teachers
• Part of their existing beliefs
• Deductive rather than inductive approaches
• Students need more grammar
• Sometimes linked to communicative use of language

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Quotation 2

• Why not spend more time on more traditional
  language approaches? Students need to be given
  more help with basic English grammar before they
  adopt the task-based approach. You cant expect
  them to be able to perform a task successfully
  without giving them input.

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Input, pre-task PPP

• Input grammar, vocab, presentation, drilling
• Some teachers (and teacher educators) suggested
  that PPP is preferable to TBLT
• Invoked limitations of TBLT rather than rebutting
  limitations of PPP
• Developmental readiness lack of support for PPP
  in SLA theory.

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Quotation 3

• The problem with Hong Kong teachers is that they
  do a lot of feeding in of language at the
  beginning of the task cycle but very rarely
  language analysis at the end. This is something
  that I always recommend, not just for remediation
  but for extension.

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Exams

• Usually presented as a barrier to the
  implementation of TBLT
• Internal less task-based
• External more task-based (cf School-based
  assessment Davison, 2007)
• Developments in external examinations impacting
  incrementally

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Quotation 4

• If task-based learning could be tied really
  firmly with assessment, preparing for exams,
  passing the test, passing a paper at HKCEE Hong
  Kong Certificate of Education Examination, then
  we would get more teachers actively engaging with
  TBL. For the reading paper at HKCEE, lets have
  some tasks focused on reading.

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Beyond the oral group work task

• TBLT seems to place too much emphasis on speaking
  / oral group work
• Challenges for oral group work tasks
• Need for R W for exams and future study or work
• Balance of individual, pair and group work

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Quotation 5

• I dont know why exactly, but TBL seems to have
  become equated with group work. It doesnt have
  to be so and I think all teachers should realize
  this
• Task-based approaches need to focus not just on
  speaking but on the other skills, too. If we
  could get more tasks out there on reading or
  writing, it would be very healthy. And that kind
  of task would cohere better with assessment and
  the nature of Hong Kong schools.

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Conclusions

• Dangers of TBLT being misinterpreted by teachers
  (and teacher educators)
• TBLT relatively complex, especially in terms of
  implementation
• Many variations with task-supported teaching
  being perhaps most feasible for schooling

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Situated task-based approach

• Situated task-based approaches, in which culture,
  setting and teachers existing beliefs, values
  and practices interact with the principles of
  task-based teaching

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Suggested features

• Strengthened grammatical options e.g. focused
  tasks
• Strengthened post-task phase, including CR
• Exam preparation linked more fully with
  task-based approaches
• Strengthened R W tasks.

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Full paper to appear as

• Carless, D. (2007) The suitability of task-based
  approaches for secondary schools perspectives
  from Hong Kong, System, 35(4).