As described above, tasks are intended to be motivational in order to put emphasis on the communicative goal of the task. Therefore, the so called “task cycle“ helps teachers to implement the activity into a framework which helps learners to profit from the task as best as possible. Willis (2000) describes three components of the task-based language framework which provide motivation in productive learning: The pre-task in which the teacher introduces the topic and gives his or her learners the chance to explore the content, the task-cycle itself which consists of a task-, planning- and report-phase and finally the language focus which aims at an examination and analysis of linguistic features.
In order to draw interest on a certain topic, the learners have to activate their pre-knowledge about the topic. They talk about aspects they already know and adapt this knowledge to new aspects provided by the teacher.
In a second phase, learners get confronted with the task itself. Preferably, they work in groups because this emphasizes interaction and cooperative learning strategies. In order to let lear- ners work on their own, the teacher now acts and reacts as a moderator. He or she does not interfere in the groupwork but reacts in situations where students need specific help. In such a situation learners have the freedom to experiment with the target language; they discuss and cooperate. Once the task is finished, “students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or discovered“ (Willis, 2000, p. 38). This phase is very important because the students have to reflect what they just did; they perceive their work from an outstanding perspective and realize how they were working. Planning a report of what the group has achieved is also very effective because students get to know that the teacher and the rest of the class appreciate the effort they have put into the task. By telling the group that there will be a short presentation about their results, motivation can be increased: “If you tell the students this before they start the task, it may motivate them to take it more seriously“ (Willis, 2009, p. 230). Another aim of the planning phase is to achieve fluency, accuracy and language development. Whereas the task-phase gives a chance to experiment with and communicate in the target language, the planning-phase forces the studentes to start dealing with form because they have to discuss how they will present their results.
Finally, in a report-phase the students present and compare their results with the rest of the class. Not only do they tell the others how they did the task, but they do also talk about indi- vidual problems which accured during the task-phase. This phase requires a certain language accuracy. It has a lot of potential to increase the learners‘ language-based improvements be- cause they can actively exchange their results and comment on classmates‘ presentations. The teacher encourages this learning process by keeping a certain distance to the learners‘ interac- tions. As a “chairperson“ the teacher lets the learners speak and takes some notes at the same time. Students get self-determined and do not have to feel pressure of saying everything cor- rectly. Willis (2009) summarizes this behaviour as follows: “Always be encouraging. It is ext- remely important not to devalue their achievements, for example by commenting or even thinking negatively [...]. Instead, focus on all the things they are getting right!“ (p. 233).
Nonetheless, a task-oriented activity has to have a language focus which is covered at the very end of this process. The “chairperson“ now gives feedback about linguistic features the stu- dents already used correctly and appreciates that. The advantage is that learners realize that they are already quite competent language users to some extent. Difficult expressions or other language-based aspects which are more complex or just unclear can be analysed and discus- sed altogether. Willis (2009) also wants teachers to “make sure [to] give feedback tactfully and positively. Give examples of good expressions you have heard, or ones students have u- sed for the first time, and mention other good points“ (p. 236).
After a focus on a positive feedback, the teacher now has to concentrate on language mistakes and, if necessary, other clarifications in order to make sure the students do not memorize incorrect expressions. Yet again, the teacher should focus on new linguistic features which accured during the students‘ presentations and give them an opportunity to practice them. Thus, new knowledge can be acquired productively.
The task-based language framework as described above plays an important role in task-based teaching practice because it increases motivation and cooperative learning strategies. This do- es not only support an individual reflection of a learners‘ approach to a certain task but also lets students experiment with the English language. The task-cycle provides a self-regulated learning surrounding in which learners can actively use English as it is used in real life - for communicative purposes.
The following part of this term paper deals with the features of a task-based writing activity in order to show how the task-based language framework can be applied to a specific kind of task.
