Task-based Learning Applied: Satisfactory Grammar Coverage

Mehran Esfandiari

doi:10.11114/ijecs.v1i1.3104

Abstract

Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.

Highlights

The belief that languages are acquired through authentic acts of communication shifted attention to language use rather than knowledge (Richards, 2006)
By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a Task-based Learning (TBL) lesson
The shift from traditional, teacher-fronted towards more learner-centered approaches to teaching has resulted in a growing tendency towards Communicative Language Teaching (CLT), where languages are claimed to be acquired through authentic acts of interaction, communication, and negotiation of meaning

Summary

Introduction

The belief that languages are acquired through authentic acts of communication shifted attention to language use rather than knowledge (Richards, 2006). Following its emergence in the field of Second Language Acquisition (SLA), Communicative Language Teaching (CLT) has been continuing to earn itself a reputation for being efficient. As a logical development of CLT, by putting emphasis on interaction and practical purposes for which language must be used, Task-based Learning (TBL) entails using the language for acquisition to take place (Brown, 2001). That has led to concerns about inadequate grammar coverage in TBL classes, though attention to form is considered a requisite for language acquisition (Schmidt, 1994). The main aim of this paper is to address this concern by arguing that there is enough room for satisfactory grammar coverage throughout a TBL lesson. A distinction is made between a task and a grammar exercise, and between focus on form and focus on forms

Objectives

Discussion

Conclusion