Task based learning Vs PPP

By

Angcharin Thongpan

Silpakorn University

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PPP and PBL

•The PPP

paradigm

• Some problem

with PPP

•Comparing PPP

and TBL

•From PPP

teaching plan

and PBL

framework

Introducing PBL

• Help learner

adapt

• Countering

learner

resistance

Textbook and TBL • Appraising course book for TBL content •Adapting textbook materials to TBL •Supplementing text book materials to TBL •Planning TBL input

Assessment and TBL • How TBL can help with exams •External exam with tasks •Progress testing with TBL

To set TBL against the background of common language-teaching

practice

To address some of the issues that face the practicing teacher and

trainer when attempting to introduce a new approach which center

on learner.

To show how TBL can benefit classes preparing for exams.

To summarize the advantage task – based approach.

PPP (presentation, practice, production)

The aim of lesson is to teach specific language form –

grammatical structure or realization of particular function or

notion.

Presentation stage

Practice stage

Production stage

the teacher begins by presenting an item of language in a context or situation with help to clarify its

meaning (pattern sentences presented by teacher/

short dialogue illustrating target items acted out by teacher/ read on textbook/ heard on tape)

Student repeat target items and practice sentences or dialogues, often in chorus or in pairs, until they can say them correctly. Activities include pattern practice

drills, matching part of sentences. completing sentences or dialogue, asking or answering

questions using pre-specified forms.

Students are expected to produce in free situation language items they have just learnt, together with

previously learnt language ,this free situation can be role play, simulation activity or even a communicative

task

1. Some learner manage to do the task or

role play at the production stage without

using the target form at all . this may

because their own developing language

system are not yet already to cope with it use

or because they don’t need the new pattern

to express their meanings they want. They

can , after all, use what language they like at

free stage.

2. Sometimes they trend to overuse the target

language and unnatural conversation e.g.

what will you do tomorrow ? tomorrow I will go to my aunt’s house. I will

go by bus. I will see my council. I will play football with them

3. Learners who do this are probably in practice

mode –they are trying to display control of new form

rather than express their own meaning.

PPP gives an illusion of mastery as students can

often produce the required confidently in classroom,

but once outside, or in a later lesson they cannot use

them at all or use them incorrectly.

TBL Pre-task

Introduce to topic and task

Task cycle Task

Planning Report

Student hear task recording or read text

Language focus Analyze and practice;

Review and repeat task

PPP Presentation

Of single new item Practice

of new item: drills,exercises dialoge practice

Production Activity,role-play or task to

encourage”Free” use of language

instruction

instruction Use (restricted)

Use spontaneous

Instruction (as needed)

Use (planned)

instruction

Exposure

Exposure

Exposure

Exposure (planned)

Exposure

Exposure

Exposure ( restricted)

instruction

instruction Use (restricted)

Instruction (Free or partly restricted)

Exposure ( restricted)

Exposure

Exposure

Comparing PPP and TBL

The way students use and experience language in the task cycle is radically different

All three components (task, planning and report) genuinely free of language control and learner rely

on their own linguistic resources.

The task supplies the genuine need to use

language to communicate, and the other

components follow on naturally on the task.



• In all three components language is used for a genuine

purpose-there outcome to achieve the task and purpose of

drafting, rehearsal and practice at the planning stage is to

help learners adjust their language for the report stage .

• The report allows s free exchange of ideas, summarizing

learners’ achievement.



• The planning stage encourage learners to consider

appropriateness and accuracy of language form in

general, rather than the production of single form.

• There is a genuine need to strive for accuracy and

fluency as learners prepare to go public for the report

stage; it is not question of either accuracy or fluency at

any one points in the cycle.

The difference PPP and TBL

PPP TBL

In PPP cycle, the presentation of the target language coming first, the context has to be invented.

TBL framework, the context is already established by

itself. By the time learners reach to language focus phase, the language is

already familiar

VS


PPP TBL

Simply to repeat, manipulated and reply

The process of consciousness raising use in

the TBL language focus activities encourages students to think and

analyze

VS


PPP TBL

Made up to illustrate a single language item

Listening and reading –both part of TBL framework-

provide more varied exposure to natural

language

VS


PPP TBL

In a PPP cycle, it is the teacher who pre-select the language to be taught.

The exposure to TBL

framework will include a whole range of word collections,

lexical phrases in patterns in addition to language forms

pre-selected for focus. Students will realizes there is

more language than verb tenses and new words.

VS


PPP TBL

The exposure to TBL

framework will include a whole range of word collections,

lexical phrases in patterns in addition to language forms

pre-selected for focus. Students will realizes there is

more language than verb tenses and new words.

VS


PPP TBL

In a PPP cycle, it is the teacher who pre-select the language to be taught.

During the TBL analysis stage, learners are free to ask about any aspects of language they

notic.

VS


PPP TBL

A PPP cycle lead from accuracy to fluency

A TBL cycle lead from fluency to accuracy (Combined with

fluency)

VS


PPP TBL

PPP only provide a paradigm for grammar and form focus lessons; it need to be supplementary by skills lessons to give learner to practice in listening and reading and more exposure to language

All skills are naturally

integrated

VS

To summarize the comparison

TBL begins by providing learner with a holistic experience of language and then

helps them learn more efficiently

PPP provides discrete language items in a vacuum and then looks for some activity

to practice them

PPP

PPP lesson plan typically set out narrowly

predetermined set of objectives and

procedures for the teacher, and it usually

seen and discussed from the teacher’s

point of view

In PPP lesson, except during the

final production stage, teacher are

at center stage, orchestrating the

class.

TBL

A TBL lesson outline offers a more

flexible framework, enabling learner

to move from language experience

to language analysis.

In TBL , teachers have to

learn to set things up and

then to hold back,

intervening only when

needed, and reviewing each

phase at the end

From PPP teaching plan to TBL learning framework

Introducing TBL

According to students , teachers and trainers who have experimented with TBL in many parts of the world have reported that:

They gain confidence in speaking and interacting quite soon after beginning a task-based course. They enjoy the challenge of doing tasks and find many of them fun. They are able to talk about the language itself in addition to other topic. They can cope with natural spontaneous speech much more easily, and tackle quite tough reading texts in appropriate way. They became far more independent learners.

Introducing TBL

The teachers and trainers

With mixed- level –classes a TBL approach works far better than a PPP. Learners bring their own experiences to lessons and often come up with interesting and original ideas. By the end of the course they are often surprised at how much their learners have achieved.

‘’ll

Helping learner adept

To adept TBL approach , learners need to understand both

the principle and the purpose of component

At the beginning of the course, talk to the class about the process of learning, the rationale behind the classroom activities that will be used. Explain to them that TBL might be a new experience for them, and different for other styles of teaching they know.

A list of things to help a TBL run

smoothly

A. Find out about your learners

Why they are learning the language, e.g. it is for travel, to understand TV or to talk to foreigners?

Or just pass the exam?. What kind of topic are they interested in.


smoothly

B. Explain how people learn languages (focus 9)

Conditions for learning

Exposure

To the target language

Opportunities to use The language ,both spontaneously and planned.

Motivation

To listen and talk, read and write study and reflect .

Instruction Focus on language form


smoothly

B. Explain how people learn languages (focus 9)

Conditions for learning

Exposure

To the target language

Opportunities to use The language ,both spontaneously and planned.

Motivation

To listen and talk, read and write study and reflect .

Instruction Focus on language form


smoothly

C. Introduce the TBL framework

1. In advance, plan a simple task-planning – report cycle and obvious outcome, e.g. exchange

telephone numbers to assemble a class phone list, there should be related to listening or reading text before then after task, select some language items

for the language focus components


smoothly

C. Introduce the TBL framework

2. Show the paradigm of TBL framework.

3. At the language focus phase, use the listening script or

reading text for analyze work(Grammar) after the analyze, do some

practice activities for example, choral, drilling for pronunciation.

4. finally ,suggest that students write down new phases and

pattern they want to remember in language notebook and practice

them. Later you should suggest way to organize their notebook.


smoothly

D. Show how TBL work with their course materials

To announce the components as you start and finish each

one, what the purpose of each step is.

At the end of each unit of work, review their achievement and

help them to perceive their process. Highlight what they have learnt.

Encourage learners to continue to learn outside the class. To

increase their exposure and extend their vocabulary.

Encountering learner resistance

Problem ; We don’t do enough grammar

Earlier version of TBL trended to

play down explicit grammar instruction, learners do not

recognize consciousness raising activities as relevant substitutes for

being taught proper grammar


Possible solutions

• Highlight the time spend on the language focus component and do extra practice activities. • Summarize the main language points at the end of each session, discuss any useful rules or guideline. • Ensure learners always have written script or recordings to study. This give security. • Include some choral repetition of short sections of the tape and rote – learning of part they find useful. • Ensure students keep language notebook. • Set relevant exercise from student’s grammar book for homework.


Problem ; We‘d like to correct more when we speak

Student who come from teacher-

center class are used to a constant focus on accuracy.


Possible solutions

• Make clear the distinction between exploratory talk at the task stage

and plan to talk at the report stage. • Encourage the learners to correct each other at the planning stage. • Hold a language clinic after some report stage, write the corrected versions of the common errors on a wall poster. • Individual learners who are keen to perfect their spoken language may record themselves doing tasks or presenting report. • Encourage them to listen carefully to their recording and write down any bits they are not sure to check later.


Problem; We ’ve been doing this course for some time and don’t feel we’re making progress.

Students used to a grammatical –oriented PPP style think they are making process

because they are covering a lot of grammar very explicitly, they seem

mastery at the time of learning it , they can find later they cannot use it.


Possible solutions

• Help students to keep the record of item covered in their language

notebook, every few weeks hold review a day; students review their

language at home and produce the test to give each other in class

• Have a repeat task a day, with different partners.

• Ask outsider to visit the class once ,or twice a team.

• Record pair works regularly


Problem: we find the recordings of natural speech hard to

understand

Spoken English is very difference than

spoken English


Possible solutions

Explain is likely to be hard but it will be easier and enable them to

understand more when they meet the speakers of target language, and

to do better listening or oral exam.

Break the recording up into shorter section.

Let student follow the transcript and listen at the same time.

Set cloze tests on the transcript

Encourage them to listen to the target language speaker outside class


Problem; we don’t like working pair work with people who speak our own language.

It feels unnatural to start with and they are afraid of pick up bad habits from

fellow students


Possible solutions

o Established the target language as the main means of communication

in your classroom

o Research suggested that learners learn a lot from each other even if

they do share a first language. This has been borne out by students by

student feedback

o Make sure learners change partners fairly regularly

Assessment and TBL

How TBL help students to do well ? TBL attain both the knowledge and the skills required in most kind of exam. The task stage of TBL cycle help students in any oral test and give them confident to deploy what language they have, which help with fluency in writing. Language focus phase will increase student understand of grammar. Exam technique is certainty important and students improve with training. Tackle the various type of questions can

be done as crash course in term leading up to the exam.

Assessment and TBL

External exam with task Pair and group task are commonly used to test a student’ ability to communicate and cooperate in spoken interaction. Many set a variety of reading and listen tasks on authentic materials but grade level the difficult of the task. Since such exam reflect the practice in TBL classroom If you feel that exam you are required to teach for is not suitable for your students, talk to other teachers about the possibility of changing it

Assessment and TBL

Progress testing in TBL

Review day test, encourage students to review recent coverage by reading the texts and going through their language books Repeat task day are another way to encouraging students to review their and assess progress. Pairs can either be asked to perform in front of class

Textbook and TBL

Appraising course book for TBL content

The range and type of exposure to target language in the student’s book. Is there balance of spoken and written, spontaneous and planned next? • Is there a sufficiency range of types of text?

To Analyze activity to give learners a chance to use target language, asking: How many activities are intended to stimulate practice of specified forms How many activities are communication tasks l

To analyze materials take to language focused work, asking: Is grammar tough on it own? • What about lexical phrased, collocations, and vocabulary building? • Is spoken and written balance?

Education

Task based learning Vs PPP