A number of studies (Stark, 2005; Chen, 2005) are quite relevant to the present inquiry, but tasks in each study have been exploited differently. Although the titles of these studies indicate that they focus on task-based instruction, only the study conducted by Stark fully adopts TBLT, while Chen’s work combines teacher- directed content-based instruction and student-centred task-based instruction.
2.1.5.1 Integrating task-based learning into a business English
programme
In teaching Business English to 25 economics students, Stark (2005) employs three tasks: analysis of a company, the history of production, and presenting a company. One of the strongest elements is the integration of tasks into the main lessons, graduating the learners from individual tasks to a task-based project incorporating focus on form in lessons. Target language is integrated in three task phases. The pre- task of the analysis of a company, using Nike as a case study, involves learners pooling knowledge on relevant vocabulary and adopts VDO and business newspapers as input materials to provide useful language. In the during-task phase, students are divided into two groups working on different business concepts, and then each student working with a new partner from a different group to explain concepts, check mutual understanding, and finally carry out an analysis and produce reports.
The history of production task is arranged as a task repetition of the first task, wherein a focus on form is emphasised. The task involves reading texts, watching videos and taking notes, producing a list of key points, identifying linking words to
produce a text, rehearsing the task with their partners, and finally writing a summary report. Stark claims that these processes can increase the range of vocabulary and grammar. In my view, the arrangement of focus on form in the second task as a repetition of the first task is very effective, maintaining a balance between focus on meanings or core content/concepts as well as focus on form. This promotes both communicative abilities and accuracy in language use. The third task is a task-based project requiring learners to work in teams to plan and present information about a company. Learners are trained in presentation and teamwork skills, and informal discussions are arranged in class so that the teams can plan the presentations and receive feedback from the teacher. Then, a simulation that requires learners to use the target structures is set up for the learners to try out the structures that they have learnt. The final practice is filmed, and feedback is given in order for the learners to strengthen their presentation skills and to correct language errors. This phase can promote noticing, monitoring and restructuring.
Stark identifies two significant achievements from the task outcomes. One is the opportunity for individualised feedback that can be integrated into the project through informal discussions with the teams. Another success is the noticeable improvement in lexis and register through reading materials, discussions and presentations.
2.1.5.2 Effective implementation of a collaborative task-based syllabus
(CTBS) in EFL large-sized business English classes
Chen’s research focuses on a collaborative task-based syllabus, which integrates teacher-directed content-based instruction and student-centred task-based instruction’ (Chen, 2005: abstract). This syllabus is designed for business-major EFL
learners. Chen (2005) describes aspects of CTBS implementation as: 1) extensive use of group work, 2) before-class practice, and during-class oral presentation on different topics by the groups, 3) specification of objectives, contents, and task procedures including role assignment for the learners to take responsibilities, 4) compulsory participation in a peer-review conference by groups and 5) use of four CTBS projects including company establishment, staff recruitment, business transacting, and feedback and evaluation.
The title of this study suggests that it is grounded in TBT, but the teaching sequence and classroom procedures are not arranged in three task phases. The content seems to focus solely on business skills rather than on language components as there is no language element specified in the tasks. It is unclear whether language is separately taught before the tasks or not required because most learners are highly competent language users. The term ‘tasks’ in this study possibly refers to business tasks, not learning tasks for TBT.
It appears that the course is dominated by business functions drawing on several areas and skills in one course. This study offers an interesting option for a business English course in which setting up ‘a simulation company’ could provide learners with hands-on experience and an opportunity to try out skills they have learned previously. The four projects cover the main business functions, and if they are effectively practised, the learners can gain a lot of knowledge that can be applied in their future jobs. However, these projects may be more appropriate with advanced level learners than low-level learners.
From these two studies, it can be concluded that the tasks designed for Business English teaching are to some certain degree different from ones for general English
language teaching. Because they are determined by business content, all activities are geared towards developing business knowledge and skills. Although the same teaching sequences and procedures may be employed, there is more flexibility during the three task phases in which additional relevant language sessions may be added within the three phases. This implies that during task design the teacher needs to consider both business task and language requirements. However, it would be more effective for some necessary language skills to be covered in advance thereby reducing the cognitive load so that the learners can concentrate on the tasks.
Some features of Stark’s TBT can be adopted within the current research. Presenting a company and products will be focused upon, and it is planned that presentation skills will be incorporated in the course. Focus on form activities as suggested by Stark are also useful. Stark’s technique of providing feedback while preparing a presentation could be a powerful tool to increase the learners’ accuracy of language use.