Pixel International Conferences

Task-based language teaching (TBLT) is a communicative approach with focus on language meaning while performing some real-life task, rather than on language forms (Ellis, 2003; Nunan, 2004). Students are believed to learn more effectively when their minds are focused on the task, rather than on the language they are using (Prabhu, 1987). Although TBL emphasizes meaning, form is not put aside (Bonces & Bonces, 2010). Each of the task models have a period in class to focus on form which is different from focusing on language (Willis and Willis, 2007). Task as a workplan involves any of the four language skills, engages cognitive processes and has defined communicative outcome (Ellis, 2003). Besides defining the concept of TBLT in general, its framework and tasks as well, this paper offers critical analysis of the task model designed as a part of PETALL (Pan-European Task Activities for Language Learning) project. The project involves a consortium of 20 partners, organized in 10 tandems, each formed by a teacher training department from a university and a secondary school. The paper presents critical analysis of experiences in designing and implementing tasks. The PETALL task has two dimensions: linguistic and ICT. It comprises Ellis (2003) and Willis (1996) model of TBLT framework with all characteristics of “open” and “creative” task. Created task is the example of interdisciplinary project involving geography, history, art and all other content integrated with language and it presents the CLIL approach which involves student-centered work and ICT skills, integrating language and content at the same time (Coyle et.al., 2010; Dalton-Puffer, 2007; Mehisto et. al., 2008). Therefore, it would be necessary to create the assessment instruments that incorporate both content- and language-focused criteria.