Task-based language instruction originates from communicative language teaching, and it actually belongs to one subcategory of communicative language instruction. This kind of instruction attempts to make language learning in the class-room a kind of real communication instead of a pseudo-one, which is common in traditional grammar-dominated language learning.
Definition of Task and Its Features
Skehen (1998) defined “task” as an activity that demands language learners to apply the language with a stress on meaning and successfully achieve the goal after efforts on their side. In conclusion, he thought a task as an activity in which meaning is the key, certain communicative issues with similarity to authentic ones are involved and the evaluation of the task is based on the outcome with the priority to the successful achievement of the task. Nunan (2004) defined “task” as “A piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is
focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.”
According to the definitions of the task, a task obviously demonstrates four characteristics. First, the task in language instruction is outcome-oriented and meaning-centered. Task-based language instruction emphasizes the application of the target language to communicate the meaning and successful completion of the communication. Second, the task should be as authentic as possible. The assigned task should simulate real-world situations, thus the language learners can associate the classroom learning with the practical application of the language in the real world. In such case, the task can effectively aid learners to have a good command of the target language, which will not only boost the language-learning motivation and autonomy of the learners, but also strengthen the confidence of learners to use the target language in and out of the classroom. Third, the role of the language learners is transferred from the traditional passive one to an active one in the process of completing the task. Students dominate the learning process by purposefully applying the language skills they have formerly acquired into the process of fulfilling the task. The process is not simply the duplication of what they have learned from the teacher, but the creative combination of the new input with the old knowledge saved in the brain, which cultivate the students’ creations and their sense of responsibility. Last, the assessment of outcome is primary in the task-based language. Instead of the old simple and single evaluating mode, various kinds of methods are put forward to assess the teaching effects, such as questions, interviews, exams, and observations. The outcome required in the task-based language teaching is different from the traditional one, which is usually a closed one. It can be open or closed. For example, it can take the form of a report, presentation, agreement, or the method of solving a problem, etc. The diversified evaluation means are critical to aid the students to use the language practically. In addition, Willis (1996) pointed out the traits of tasks: (1) Tasks are activities in which students work purposefully towards an objective; (2) The objective may be one that they have set for themselves or one which has been set by the teacher; tasks may be carried out individually or (more often) in groups; (3) Tasks may be carried out in competition with others or (more often) in collaboration; (4) The outcome may be something concrete (e.g. a report or presentation) or something intangible (e.g. agreement or the solution to a problem).
Principles of Designing Tasks in Language Instruction
When it comes to the design of tasks in language instruction, Nunan (1999) put forward the following five principles to guide the design of tasks: (1) The authenticity principle; (2) The form-function principle; (3) The task dependency principle; (4) Learning by doing principle; (5) Scaffolding principle. The first principle is easy to understand, which means that the language input is authentic and explicit chosen from the real world. The second one means the design of the task should combine the language form and the language function so that while the learners master the language form, they can gradually cultivate their ability to master the language function. The third principle means that the tasks designed should be different in difficulty and complexity. The tasks should be sequenced by the level of difficulty and complexity, which correspond with the practical language proficiency of specific language learners. The standards to determine the task difficulty and complexity depend on considerable elements, such as family backgrounds, personal experiences of language learners, personality differences, the educational environment, and the essential assistance of the other language learners and the instructors. If the difficulty and complexity of the task are properly designed in accordance with the learners’ language level, then better teaching effects
can be achieved. The fourth principle means that the mastery of the language is in the process of the learners’ practical language application. Through the experience of using the language, the learners not only have the opportunity to apply the language input from the instructor, but also make their own discovery, which will greatly inspire their initiative in learning and improve their learning effects. Scaffolding in the last principle means the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his or her learning goals (Sawyer, 2006), so the last principle emphasizes the tailored assistance from the instructors. Given the principle, when they design language tasks, they should create an authentic language environment in the class-room by adopting authentic language materials, inform language learners of their learning goals, present relevant clues associated with the previously-acquired language knowledge of the learners, and offer timely and appropriate assistance when a specific learner is in difficulty achieving the objectives. It is obviously demonstrated that the instructor places the same emphasis on the language materials as the learning process in the process of the task design. If the principles are reasonably followed in the process of the task design, language knowledge is more effectively acquired and learners’ interests and enthusiasm are more strongly aroused, thus achieving better teaching effects.