This thesis aims to examine the intrinsically motivating aspects of task-based language teaching (TBLT) in the EFL classroom. It will be started with communicative language teaching (CLT) as a precursor to TBLT. The theoretical context will be discussed with particular reference to Stephen Krashens’ Affective Filter Hypothesis as it has influenced research on motivation in foreign language learning as well as TBLT. After that, the current paradigms of CLT will be presented, focusing on its changes compared to former language teaching methods.
Moreover, the terminology of motivation will be addressed by first providing a clear definition and then going on to discuss motivation in foreign language teaching. Although there are countless theories in this particular field, the most important theory for the course of this thesis is the Self-Determination Theory by Ryan and Deci as it first introduced the concepts of intrinsic and extrinsic motivation. Besides, the teacher and learner roles will be discussed to see how they affect each other’s motivation. Furthermore, Dörnyei’s motivational strategies for the foreign language classroom will be outlined to show how student motivation can be initiated and maintained.
The next chapter introduces the task-based language teaching approach thoroughly explaining the concept of a task in order to grasp its main ideas and differences compared to an exercise. Then the various task types and the role of teacher and learner will be explored to see how they operate in the EFL classroom. Thereafter, Jane Willis’ TBL framework will be presented by discussing the aim of each stage in detail.
Lastly, a sample lesson designed by Jane Willis will be presented to demonstrate the implementation of TBLT and to scrutinize its impact on student motivation. Therefore, the previously mentioned aspects of motivation will be taken up to examine how they are integrated in TBLT focusing especially on intrinsically motivating factors.
Table of Contents
1. Introduction
2. Modern communicative language teaching (CLT)
2.1 Theoretical context
2.2 Current Paradigms
3. Motivation
3.1 Definition
3.2 Motivation in foreign language learning
3.2.1 Self-Determination Theory: Intrinsic and extrinsic motivation
3.3 Teacher and learner motivation
3.4 Motivational strategies in the foreign language classroom
4. Task-based language teaching (TBLT)
4.1 Defining a task
4.2 Task types
4.3 Teacher and learner roles in TBLT
4.4 The TBL framework by Jane Willis
5. The impact of TBLT on student’s motivation
6. Conclusion
7. Bibliography
8. Appendix
Research Objectives and Core Themes
This thesis examines the intrinsically motivating potential of Task-Based Language Teaching (TBLT) within English as a Foreign Language (EFL) classrooms. It investigates how shifting from teacher-centered instruction to task-based, learner-centered frameworks can increase student engagement, reduce language-learning anxiety, and foster an environment conducive to natural language acquisition.
- Theoretical foundations of Communicative Language Teaching (CLT).
- Psychological aspects of learner and teacher motivation, specifically Self-Determination Theory.
- Implementation of TBLT and its impact on student anxiety and classroom participation.
- Analysis of Jane Willis’s TBL framework and its practical application.
Excerpt from the Book
Defining a task
Defining a task is not as easy as it might seem. A consistent definition is barely found in literature making it difficult to provide an explicit one. However, Richards/Rogers claim that although there is no exact definition for a task, a common understanding is shared that it is the implementation of an activity which involves using the target language (2014: 224).
To understand the concept of a task, an exercise can be compared with it to help clarify its main ideas: Ellis claims that a task is always about meaning-oriented language use, whereas an exercise focuses rather on form (2003: 3). To further explain the concepts of the terms ‘meaning’ and ‘form’, Ellis refers to the reasoning of Widdowson who says that meaning, which a task focuses on, is about the language use in a specific context and calls it “pragmatic meaning” (2003: 3). While form, an exercise focuses on, is about “semantic meaning, which are, the systematic meanings that specific forms can convey irrespective of context” (ibid.).
Another aspect that distinguishes a task from an exercise is the “role of the participants” (Ellis 2003: 6). Learners are asked to act as ‘language users’ (Ellis, 2003: 3), which means they are expected to communicate as they would in daily life, thus achieving to learn a language incidentally (ibid.). Conversely, learners do not act as language users during an exercise, so learning happens intentionally (ibid.).
Summary of Chapters
1. Introduction: Presents the motivation challenges in the EFL classroom and outlines the research objective to analyze how TBLT can serve as a motivating approach.
2. Modern communicative language teaching (CLT): Discusses the transition from traditional teaching methods to CLT, emphasizing Krashen’s hypotheses and the shift toward learner-centered instruction.
3. Motivation: Defines the concept of motivation in language learning, utilizing the Self-Determination Theory to distinguish between intrinsic and extrinsic drives, and explores teacher and learner roles.
4. Task-based language teaching (TBLT): Provides a detailed definition of tasks, classifies various task types, examines teacher and learner roles, and introduces Jane Willis’s three-part framework.
5. The impact of TBLT on student’s motivation: Analyzes the effectiveness of TBLT through a practical sample lesson ("A sea journey"), demonstrating how flexibility and real-world relevance boost intrinsic motivation.
6. Conclusion: Synthesizes findings, confirming that TBLT successfully fosters an anxiety-free environment that promotes autonomous learning and intrinsic student engagement.
Keywords
Task-Based Language Teaching, TBLT, English as a Foreign Language, EFL, Student Motivation, Intrinsic Motivation, Self-Determination Theory, Communicative Language Teaching, Learner-Centered, Language Acquisition, Classroom Environment, Task Framework, Language Fluency, Autonomous Learning, Jane Willis.
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis focuses on evaluating the effectiveness of Task-Based Language Teaching (TBLT) in increasing student motivation in EFL classrooms.
What are the central themes of the research?
Key themes include the transition from traditional to communicative teaching methods, the application of Self-Determination Theory to language learners, and the role of the teacher as a facilitator.
What is the main goal of the research?
The goal is to determine if TBLT's emphasis on meaning, real-world tasks, and learner autonomy can successfully shift students from extrinsic to intrinsic motivation.
Which scientific methodology is used?
The paper utilizes a qualitative theoretical analysis, relying on established research and frameworks (such as Krashen, Dörnyei, and Willis) and evaluating these through a sample lesson study.
What does the main body cover?
It covers the definition and history of CLT, deep dives into psychological theories of motivation, defines what constitutes a "task," and outlines the TBL framework stages.
Which keywords best describe the work?
The work is characterized by terms such as TBLT, intrinsic motivation, learner-centeredness, autonomy, and Communicative Language Teaching.
How does TBLT differ from traditional grammar-focused lessons?
TBLT prioritizes the communication of meaning and real-world outcomes over the rote memorization of grammatical forms, which typically occur only at the end of a task cycle.
What role does the teacher play in the TBL framework?
The teacher moves away from a director role to become a "facilitator" or "guide by the side" who provides language exposure and monitors student interaction without interrupting the flow of communication.
Why is "anxiety-free" environment important in TBLT?
Drawing on Krashen’s Affective Filter Hypothesis, the work argues that a relaxed environment lowers psychological blocks, allowing learners to experiment with the language without fear of criticism.
What does the "A sea journey" sample lesson illustrate?
It illustrates the practical implementation of the three-part TBL framework: the Pre-task introduction, the Task-cycle (Task, Planning, Report), and the final Language Focus stage.
- Quote paper
- Hilal Gürdal (Author), 2021, Task-Based Language Teaching and students' motivation in the EFL classroom, Munich, GRIN Verlag, https://www.grin.com/document/1030132
