Introduction:
Language is a very easy and
dynamic medium to express thoughts, interact and communicate. It joins one
human with other. It has its own nature and structure. Every language is quite
different from other language although they all are sharing same roots.
Language has played notable part
in the development in the society, culture and human race as a whole. Now days
it is necessary to learn different languages other than mother tongue. As each
language has various structure and dynamic nature, language learner has to work
hard for learning of languages.
For Indian students English
is second language. It has been taught in various ways. The language learning
process is centered with the grammar, context, cultural traces and structure
and usage. To develop the competency there is often use of the pedagogy which
is task based takes place in TBL earlier this methodology is known as Experimental
learning, Discovery learning, Activity Based Approach etc.
According to Kim, Mei and Yujing
(2000) through playing game student can learn the second language .i.e. English
as the same way as their mother language, without being conscious. While Wright
notes that this kind of learning pedagogy help teacher to provide an atmosphere
to the learner to clarify the meaning and contextual connotation of the
language.
In this methodology the usage
of the language is encountered and the form of the language is substitutional.
Rather than other pedagogies
task determines the involvements of both teacher and learner. The participants in
the ‘task’ are the basic platform for the task itself. In
simple term ‘task’ is a classroom activity which centered the student and
control by the teacher. TBL grows out of more general notion of communicative
language teaching. But due to this, students develop classroom dialects’ and it
has been shifted to ‘relatively law language development.’
Some other researchers
believes that communicative language is the driving force for he language
acquisition. We need to focus at some point on language form if acquisition is
to be maximally efficient.
TBL has its roots in
‘Communicative Language Teaching’. In sharpened the awareness of the learners’
need towards the usage of the target language. To achieve the goal of the
effective communication, ‘task Based language learning’ has certain objective. They
are:
1.
Need
Analysis
2.
Classroom
Interaction
3.
Usage
of Target Language
4.
Keep
the source of internet.
5.
Active
Participation
6. Good
monitoring by Instructors
Designing of the Task:
There are four elements of Language Learning. i) Aim
There are four elements of Language Learning. i) Aim
ii) Content
iii) Methodology &
iv) Evaluation
The designing covers the aims, decides the
content, plan the method and succeed in the evaluation. It provides –
a)
A
clear formed task based on the appropriateness to the aims.
b)
A
direction & well- planned pedagogy to get involved- for students, to
follow- for teachers.
c)
And
the better evaluation of the learners’ capability and readiness to learn.
There are two types of tasks, takes place in the class room:
There are two types of tasks, takes place in the class room:
A] Communicative or target –Based
Tasks
B] Meta communicative or
Learning Tasks
As designing of the task was the psycholinguistic and educational
accounts of the language learning task, always focus on the drilling of the
language acquisition. Krashen’s views are very important in this Designing. He
says-
“Language was
best acquired through the learner’s focus meaning in the input provided to the
learner”
It boosts up the active socio cultural usage of
language rather than bookish learning. So the designing of the two types of the
‘Task’ is given below.
A] Communicative or target
–Based Tasks
In this
task learners shared meaning in the target language about everyday tasks.
For example:
In one language department after completion
of every unit quiz is there to appear in. It maps the learners’ objective correlative
as well as comprehension skill in the target language.
B] Meta communicative or
Learning Tasks
These tasks
also called the pedagogical tasks. In this task learners are inspired to find
out their own learning process and follow it in a strategically.
For
example: In one language learning session online material is provided. The task
is that they have to learn it and prepare questions from it for other learners
in the same class.
These two types of tasks are
language centric and aims to imrove the communicative competence as a part of
CLT. But while designing the task one must not
forget the aims, socio cultural background, psychoanalytic language competence
and class room atmosphere are some factors which affect the learning strategy
as well as the designing of the tasks.
TBL & language Learning
TBL is a very effective tool
to create a comprehensive attitude in learner’s mind. Learning the second
language is a bit tough then learning the mother tongue. Due to cultural
difference it is a challenging for learner to utilize the language in proper
way at proper place. The communicative competence should be achieved. Class
room activity provides ground for it.
Learner can achieve the
innate capacity to expressing meanings. They began to adjust and adopt I new
way of thinking in target language. As he task covers all the activities which
is done in the class; provides a driving force for language acquisition.
In one research Skehan argues
that form based learning pedagogy inspires student to develop class room ‘dialect’
of their own. This dialect helps them to exchange meanings of their language. Their
focus on communicative goals without learning language forms.
The purpose of the language
based task is not that student on learner needs to reproduce the language which
carries the same meaning. Actually when the learner tries to implied language
in the task; they certainly adjust and adopt to enable conformity with the
target norms. And they put language to use by Purposeful Communication.
Their aim in language use is
to reproduce and create meaning system which they can operate rapidly and effectively
in real time. But, the one drawback of the language learning task is when the
learner adopt a new language and create meaning; they avoids the grammatical niceties
and start too create themselves forms which are not sectioned by the norms of
target language.
However, communicative talk
is the basic and driving force of objectives suggested by Sachan for avoiding
such situation.
1.
There
is a need to focus on accuracy within a task based methodology.
2.
There
is a critical focus on language form within the task based cycle.
No doubt, every student adopts different strategies
and develop different meaning system.
Prabhu, a researcher emphasizes
procedural syllabus. The objectives of syllabus are:
I)
The
role of the teacher is not to determine unilaterally how learning organized and
sequenced but to consult learners and help them realize their own plan.
II)
Pabhu’s
procedural approach deliberately avoids all forms on language. Students operation
with the process syllabus,. However, may choose themselves focus explicitly on
language form.
Prabhu argues that focus on language form actually
inhibited language learning . education of this process suggests that the pedagogy
used by the learners is very successful for the expected learning i.e. Prabhu’s
learners were more successful.
But there is
also limitation of the Prabhu’s task, as-
4
It
is thoroughly based on the need of the learner
4
It
is less focused on the form of the language.
4
And
most important it is not systematically design due to based on learner’s need.
There are basic skills which are greatly needed to
develop for learning any language. The four kills are:
Listening Skills:
Task: In traditional method the task is that to make
groups of the learners and give them an audio of the target language and listen
to them.
After that for the
evaluation of their comprehension and coherence, the questionnaire based on the
task is given to them for answer the question, after every listening practice.
This task help learner
to cultivate a thorough understanding of the pronunciation and comprehension of
the spoken language
