Task-based Approach to English Training

There have been many recounts on the traditional PPP approach to language training and comparing it to a task-based approach. In summary, the PPP approach involves a certain aspect of the language to be presented by the teacher. The students then practise and in the production they combine it with already learnt aspects and elaborate on the usage.

In a task-based lesson the teacher doesn't pre-determine what aspect of the language will be studied in terms of today's tense, preposition of the day, grammar subject of the week, etc.. Instead, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. In a school scenario there would still be a lesson plan consisting of the following sequences.

• Pre-task // Introduction of a topic with a clear understanding of what is expected. Students take notes and prepare the task.

• Task // Students complete the task in pairs or groups as the teacher monitors and offers support where needed.

• Planning // Students prepare a report and then practice what they are going to say in. The teacher is available to ask for advice.

• Report // Students report back and the teacher gives quick feedback.

• Analysis // The teacher highlights parts for analysis.

• Practice // Finally, the teacher selects language areas and the students then practice activities.

Task-based learning has some clear advantages

• Unlike a PPP approach, it is free of language control. All language resources available must be used rather than just practising one pre-selected item.
• A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP context is created and it is often very unnatural.
• There's a much more varied exposure to language, a wider range of lexical phrases, collocations and patterns as well as language forms.
• The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.
• It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.
• It is enjoyable and motivating.

Conclusion
PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural.

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