Willis' Framework for Task-Based Learning (TBL)

Task-Based Learning (TBL) is a teaching framework that focuses on language learning through the use of meaningful tasks. It consists of three main phases: Pre-task, Task-cycle, and Language focus. Each phase plays a crucial role in helping learners develop their language skills by offering different types of exposure, practice, and reflection.

Pre-task: Introducing the Topic

The pre-task phase serves as an introduction to the topic and the task itself. During this stage, the teacher (T) activates relevant vocabulary and phrases that will help students (Ss) engage with the task. This might involve brainstorming ideas, discussing personal experiences, or using visual aids like pictures or mime. The main goal is to prepare students by bringing their background knowledge into the conversation.

In the pre-task phase, the teacher does not teach new grammar structures. Instead, the teacher focuses on helping students recall words and phrases they already know while also introducing new ones they might need. This exposure helps students to think about what they want to say and enhances their ability to use language effectively when the task begins (Foster, Paper 12).

Task Cycle: Engaging with Language

The task cycle provides students with the opportunity to use the language they already know to complete a task. This phase includes three components: Task, Planning, and Report.

• Task: Students complete the task, usually in pairs or small groups. They use the language they know to express themselves, whether in response to a reading, a recording, or an image. The teacher’s role is to observe and support, offering encouragement but not intervening unless students ask for help with language use. The emphasis during this stage is on communication and fluency, allowing students to build confidence through spontaneous and exploratory conversations.

• Planning: After completing the task, students prepare to report their findings to the whole class. They draft and rehearse what they want to say or write. Teachers assist by providing advice on language, suggesting phrases, and guiding students in refining their language. In case reports are written, peer editing and the use of dictionaries are encouraged. This stage focuses on accuracy and clarity, as students prepare to present their ideas to others.

• Report: In this component, students present their findings to the whole class. This allows them to practice using the language in a public setting and compare their ideas with other students. The teacher may offer feedback on the content of the reports but avoids overtly correcting mistakes unless necessary. The main goal is to help students communicate clearly and confidently, using the appropriate language for the situation.

Language Focus: Studying Language in Detail

The language focus phase helps students reflect on and analyze the language used during the task cycle. It consists of two parts: Analysis and Practice.

• Analysis: During this phase, students examine specific language forms they have encountered during the task cycle. They explore the meanings of words and phrases and how they are used in context. This reflection helps them better understand language structures and improve their ability to use them in the future.

• Practice: After analyzing the language, students engage in practice activities that allow them to reinforce what they have learned. These activities can include repeating phrases, completing sentences, or matching verb forms to subjects. The aim is to help students internalize new language features and apply them more accurately in future tasks.

Four Key Conditions for Language Learning

Effective language learning requires certain conditions to be met. These conditions provide a supportive environment for learners to develop their skills and improve their fluency. The four key conditions are:

1. Exposure to Real Language: Learners need to be exposed to authentic language, the kind of language they will use in real-life situations. This input should be both rich and comprehensible, allowing students to understand and use language they may encounter outside the classroom.

2. Opportunities for Real Use of Language: Students must have the chance to experiment with the language, test out new ideas, and express themselves in different contexts. This is essential for helping learners apply what they have learned and build confidence.

3. Motivation to Engage: Motivation is crucial for language learning. Students need to be motivated to listen, read, speak, and write in the target language. This motivation drives them to engage with the language meaningfully and strive for improvement.

4. Focus on Language Form: Learners must also focus on language forms to avoid errors becoming habitual. This includes opportunities for reflection and correction, which help students improve their accuracy and prevent fossilization (where mistakes become fixed and difficult to correct).

Conclusion

Willis' Task-Based Learning framework offers a comprehensive approach to language learning that integrates exposure, practice, and reflection. By completing tasks that require real language use, students not only improve their communication skills but also build their confidence in using the language. The focus on both fluency and accuracy ensures that learners can apply language effectively in various real-world situations. This balanced approach helps students progress as independent and motivated language learners, ready to engage with the world in their new language.

References

Foster, P. (1986). Task-based Learning and Language Use: A Framework for Implementation.

Willis, J. (1986). A Framework for Task-Based Learning. Longman.