Book Critique

A book critique on Task Based Learning.  A fruitful  procedure

A Framework for Task- Based Learning by Jane Willis (1998) is a non- fictional book. It is  designed not only for teachers who want to go deeper in the world of task-based learning, but also for those who are just beginning to work with this approach.

 It is organized in three parts: the first one is called Starting points.   In it Willis (1998) provides a rationale for task- based learning (TBL)  through a deep analysis of teachers’ beliefs and assumptions about language learning.   The second part is  Task based Learning, which deals with the different aspects that should be taken into account when designing or working with tasks.  It is arranged into general view, pre- task phrase, managing learning task and summary.  The last part is Implementing task- based learning. It is divided into TBL for beginners and young learners and Adopting TBL: some practical issues, which cover different aspects connected to TBL.  

An outstanding aspect of the book under analysis is that of its theoretical background stated in the first part.  It clearly defines the teachers role when dealing with second language learning, including  how to handle error correction, teaching grammar versus being communicative and analyzing differences among the various kinds of students.  It also proposes four conditions for language learning, that is to say, exposure, use of language, motivation and instruction which seem to be of great help in the development of task learning.

This book also provides an extensive characterization of  tasks: “activities where a target language is used by the learner for a communicative purpose (goal) in order to achieve and outcome” (Willis, p. 27).  It also focuses on  the teachers role when developing tasks and planning lessons.   This  process consists of:  a pre- task phrase (involving preparation, topic identification, task instruction and time) together with  managing learner talk, running from turn-talking, mixed level classes and controlling large classes to balancing target  and first language.  Finally, Willis includes a wide range of task examples especially designed for beginners and young learners that could surely enrich any teacher practice in the classroom.

This book is a complete piece of work, which  provides easy- to- carry examples together with theoretical background.   In addition, it is organized in a coherent and consistent way, which makes it simple to follow.   Therefore, it is recommended  not only for educators  beginning to work with tasks but also for  those who want to go deeper into this field.

References

Willis, J. (1998). A framework for Task- Based learning. England: Longman.