Advantages of Task-based language teaching

Task-based language teaching (TBLT) is a widely used approach today. Its acceptance is mainly due to the use of authentic materials in meaningful communicative contexts to help develop the learners' interlanguage using a focus on meaning rather than linguistic form. Some of its advantages are:

1. TBLT provides a context for negotiation and comprehension of meaning.
2. TBLT provides opportunities for uptake of corrective feedback.
3. TBLT provides opportunities for incorporation of pre-modified input.
4. TBLT provudes opportunities for noticing the gap between input and output, therefore supports metalinguistic reflection.
5. Tasks used can be designed to match the developmental stage of the learners.
6. Tasks are flexible, and any language activity can be a task. 
7. Any resource, including the L1 of the learner can be used in TBLT classrooms. 
8. Assessment is integrated into learning in task-based classrooms. Therefore, teachers get to understand where their students are by noting their task performance. 

There are more advantages. You may add them below in the comments box.

References:

Robinson, (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance. Philadelphia: John Benjamins Publishing Company.

Skehan, P. (2008). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

Why dynamical systems approach to oral fluency research?

Oral fluency is an elusive construct. There are observable aspects of it which can be quantified. For example, time taken to speak, silent time during the turn, etc. There are also non-observable aspects that cannot be quantified or even clearly known about. For example, we do not know what are the underlying cognitive processes that lead to what we observe as speech. Among the observable aspects, there are elements which we do not know what to do with. For example, hesitations or repetitions: we don't know for sure if these are due to planning processes, lack of resources, or lower proficiency.

This is the where dynamical systems theory come in handy. Dynamical systems are complex systems or complex adaptive systems which have multiple interactive elements that change over time. The change itself dynamic in dynamical systems. How the systems changes over time changes over time.

The five features of dynamical systems as enumerated by Norman Segalowitz (2010) are as following:

1. Heterogeneity of elements and agents: there are a variety of interconnected elements within the system and they interact with each other. In case of fluency, they could be individual learner, cognitive and perceptual processes, beliefs, motivations, emotions, knowledge, aptitudes and attitudes of the learner.
2. System dynamics: connections and interconnections within the system, between elements change over time.
3. Non-linearity of the system: apart from change in interactions an connections, change itself changes within the system.
4. Openness of the system: dynamical systems are susceptible to external influences. They play a critical role in maintaining dynamic equilibrium (as opposed to steady state equilibrium).
5. Adaptation: a change in one part of the system rewsults in the system functioning in a changed or new way.

All components of dynamic systems thus are interconnected. This is challenging for the researcher since any predictions based on the whole system would be difficult to make since the system is dynamic and constantly changing. However, overestimating the system's flexibility may result in missing the regularities or patterns in the system. 

In the case of fluency research, dynamical systems approach can be useful because there are multiple interacting elements that constantly change/develop/evolve. Taking such interactions into consideration while designing research studies would do justice to the underlying processes of fluency, that are governed by these dynamic elements. Therefore, instead of looking at fluency as a static construct generated by a number of static elements, dynamical systems approach would be more meaningful for research.

Three-way Understanding of Oral Performance

Oral performance or speech is a very important aspect of language. Though very importance, we know very little of the processes of speech production. For he purposes of language teaching and assessment, we need to develop a better understanding of how speech production happens and what processes/aspects influence it. 

How do we understand oral performance? Speech is an act that make use of multiple abilities and instruments. To understand it cognitively, scholars like Crookes (1992) and Skehan (1992, 1996) have used three aspects of speech production. They are: Complexity, Accuracy and Fluency. 

Complexity and accuracy are concerned with 'form' or 'structure' of language in separate ways in terms of their emphasis, while accuracy is more concerned with the meaning of language produced. We shall look at each of these aspects in some detail.

Complexity

Complexity of oral language is about how the content of speech is organised. While speaking, complex language requires attentional resources to focus on elaborate language use. Here, elaborate language means, language with more complex structures, variety of linguistic patterns, longer and complex sentence structures, etc. It involves willingness of the language users to take risks and use available language structures about which they are not sure. Only when new language, structures and patterns are attempted in this manner does interlanguage development happens. Thus complex language use is directly related to interlanguage development.

Accuracy

Accuracy of oral language is about how the language produced is free from error. The language users will use various strategies to produce error-free language. One of the strategies is to use simple structures and patterns about which they are sure. 

Trade-Off Effect

This way, accuracy stands at odds with complexity. When contextual stress is on accuracy, complexity of language would be less and vice versa. For example, in an oral test of language, the test-takers would prefer producing more accurate language than a variety of structures and patterns and make mistakes. Therefore, they would limit themselves to known language and produce more accurate, but less complex language. Or in other situations where more complex language is expected, they would attempt more complex structures and produce a variety of patterns and structures, but end up with a lot of errors in language. This is known as trade-off effect. 

Fluency

Fluency reflects primacy of meaning. It is understood as the capacity of a language user to cope with the pressures of real-time or online communication. During communication, the stress will be on optimal language production using available attention resources. Therefore, language users may prioritise lexicalized or memory-based language use, and avoid the online construction of rule-based language which needs a lot more cognitive resources. Memory-based language use makes use of available chunks of language which are readily accessible from memory while rule-based language use requires online computation to compose utterances, and requires much more attentional resources. Therefore, language users who focus on fluency may use idiom-based language for smooth communication. Fluency shows how effective the cognitive planning process is and how the propositions made are actualised in communication. 

References

Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367-383.

Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323. 

Skehan, P. (1992). Strategies in second language acquisition. (Working Papers in English Language Teaching No.1). London: Thames Valley University.

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.