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c. A Framework of Task-Based Learning
Task-based learning refers to an approach based on tasks as a core unit of planning and instruction in language teaching. It is considered as a
logical development of Communicative Language Teaching since many of its principles formed part of the communicative language teaching
Willis: 1996. The components of task-based learning can be summarised in the
following, which illustrates the different basic stages of task-based methodology according to Willis 1996: 52.
1 Pre-task
Pre-tasks are usually not mentioned explicitly. Sometimes one can find questions in the topic book or activity book or some
preactivity is described in the Teachers Notes. However, teachers need to think in detail about how they can prepare their students for
the main activity in a lesson, the task cycle. In the Pre-task stage, the teacher introduces and defines the
topic, uses activities to help students recalllearn useful words and phrases and ensures students understand task instructions. The
students may play a recording of others doing the same or a similar task, note down useful words and phrases from the pre-task activities
andor the recording and may spend a few minutes preparing for the task individually.
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2 Task cycle
During the Task cycle stage, the students carry out the task in pairs or small groups while the teacher monitors from a distance.
This cycle gives them speaking and writing contact with opportunities for students to learn from each other. The learners then
plan how they will tell the rest of the group what they did and how it went, and then they report on the task either orally or in writing, and
compare notes on what has happened. The task cycle also gives students opportunities to use whatever language they have, both in
private where mistakes, hesitations, and approximate renderings do not matter as long as the meaning is clear and in public where there
is an included need to make every effort for correctness of form and meaning, so as not to lose face. This cycle has three essential phases
and one further optional phase. a
Task
The teacher acts as monitor and encourages students while the students do the task in pairssmall groups. I may be
based on a readinglistening to text. Students begin by carrying out a communication task, using whatever language they already
have, in pairs or groups. A task is a goal-oriented activity in which learners achieve a real outcome. According to Willis,
1996, 149-154, there are six main types of task:
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