Research Into Task-based Learning In EFL Classrooms

The purpose of the thesis is to provide teachers with a practical introduction to the design and development of communicative language learning tasks. Although the idea of using the 'task' as a basic planning tool is not a new one in the general educational field, it is a relatively recent arrival on the language teaching scene, and there remains some confusion about the place of tasks within the curriculum. The central question here is : should the specification of learning tasks be seen as part of syllabus design or of methodology?In this thesis, the writer will argue that, with the development of communicative language, the separation of syllabus design and methodology becomes increase problematical. It mainly concerned with specifying how learners will learn, then the design of learning tasks is part of methodology. It is hoped to be some assistance in assigning the search for the one right method to the dustbin and in helping teachers develop, select or adapt tasks. We look at the issues involved in sequencing, designing, grading and evaluating tasks.The research of task-based instruction is a hot topic of L2 acquisition and teaching. In the past 20 years, some linguists have made a thorough research on its theory and practical usage. In our country, the research on task designing, curriculum developing and the applying task-based instruction spreads widely. It is the developing shape of communicative methods. The basic philosophy of linguist application has been changed into the practical and meaningful teaching methods.The definition of tasks, in brief, is doing things in English or learning by doing. In the task, meaning is primary, rather than rote learning. It focuses on solving some communication problem. Task designing and performance are related to the completing tasks. Few tasks involve only one skill. It is rare that one only reads, or speaks, or writes. Therefore, it is often difficult to assign tasks to one skill label or another.The major purpose of the thesis is to provide teachers with a framework for analyzing learning tasks which will help them select, adapt or create their own learning tasks. The thesis will discuss the following questions in detail:1. principles and ways of designing tasks,2. teachers' roles in task-based instruction,3. learning language knowledge in task-based instruction, and4. evaluation in task-based instruction.We are no longer concerned with the characteristics of tasks in isolation, but with tasks in relation to one another. In this thesis, we shall look at some ways in which teachers might be encouraged to think more systematically about tasks, and also at how tasks might be used as the basis for teacher development programmes.First, designing tasks must be related to the teaching content and tasks should be authentic. Task difficulty should be proper. Different learners should be given different tasks. A task should be neither difficult nor easy.Second, in task-based instruction, the main focus is on the tasks to be done and language is seen as the instrument necessary to carry them out. We first pay attention to the meaning of the task, and then knowledge structure in it. Learners mastered language skills through completing tasks.Third, teachers' roles changes with the development of tasks. As a mediator, teachers have to accept that learners have a right to have their view incorporated into the selection of content and learning experiences, and need to provide learners with the appropriate opportunities for them to make choices.Fourth, it is best to use performance assessment in task-based instruction, through which students are more likely to feel ownership over their language learning, resulting in greater self-confidence and intrinsic motivation to learn English. They also feel a sense of achievement and get individual attention from others.