Task Based Language Teaching

(TBLT)
 by MOHAMMED RHALMI
 February 25, 2018

What is Task-Based Language Teaching?

Task-based language teaching (TBLT) is a type of instruction that relies on the
use of authentic target language to do meaningful tasks. TBLT is also referred
to as task-based instruction (TBI) and can be considered a branch
of communicative language teaching (CLT). The notion of tasks is central to this
type of instruction. The assessment of learning is mainly based on task
outcome and not only on the accurate use of the target language. For this
reason, TBLT is believed to be effective in learning target language fluency and
developing student confidence.

Theoretical foundations
 The following are some of the most important theoretical premises of TBL
according to Richards & Rodgers (2001, p. 227-229).

Theory of language
o Language is primarily a means of making meaning: TBLT considers meaning as
a central focal point in language teaching. The approach is concerned with the
outcome of tasks.
o Multiple models of language inform task-based instruction: Structural,
functional and interactional models influence TBLT adherents.
o Lexical units are central in language use and language learning: TBLT considers
vocabulary items to include not only individual words but also phrases,
sentence frames, collocations and prefabricated routines.
o “Conversation” is the central focus of language and the keystone of language
acquisition: Learners are required to produce and understand communicative
messages. That is exchanging information is crucial to language acquisition.

Theory of learning
o Tasks provide both the input and output processing necessary for language
acquisition: If Krashen stresses the importance of comprehensible input, TBLT
advocates have argued that comprehensible output is also of equal
importance.
o Task activity and achievement are motivational: Tasks appeal to learners’
learning styles and may involve physical activity, collaboration, and
partnership.
o Learning difficulty can be negotiated and fine-tuned for a particular
pedagogical purpose: Tasks may be designed in such a way that they meet
learners’ level of proficiency. That is, providing the appropriate target input is
crucial to facilitate language acquisition.
As it is evident from the above theoretical premises, the notion of task is
central to TBLT.
 What is a task?
Here is a definition by Prabhu:

“An activity which required learners to arrive at an outcome from given

information through some process of thought and which allowed teachers to
control and regulate that process was regarded as a task.” (Prabhu, 1987:24)
Examples of tasks include:

o Preparing a meal.
o Ordering food in a restaurant.
o Making an appointment with a doctor on the phone.
o Solving a problem.
o Designing a brochure.
o Making a list of the qualities of a good husband/wife.

Criteria for tasks in TBLT

Rod Ellis defines tasks in terms of four key criteria:

1. Meaning
Tasks are language teaching activities where meaning is central. Tasks require
learners to produce and understand communicative messages.

2. Gaps
Tasks should involve gaps. There are three types of gaps:

1. Information gap: one person has information that another person does not
have.
2. Opinion gap: learners have the same shared information but they use that
information to try to convey their feeling about a particular situation.
3. Reasoning gap: learners are asked to use reason and logic to decide what
information to convey and what resolution to make for the problem at hand.
Like information gap, the activity necessarily involves understanding and
communicating information. Where the information and reasoning gaps differ
is in the information conveyed. The latter is not identical with the one initially
understood. It changes through reasoning.

3. Use of learners’ own resources

Learners have to use their own linguistic and nonlinguistic resources to
complete the task. That is, they have to use whatever knowledge of the
language they have in order to participate in the task. Learners may also use
nonlinguistic resources such as gestures. This criterion is what makes TBLT
unique. In traditional language teaching, the teacher provides the language
resources and the students have to master these resources when they do a
task. They are not asked to produce communicative messages using their own
linguistic resources.

4. Communicative outcome
Tasks must involve some sort of nonlinguistic outcome such as drawing a
route on a map or agreeing on a plan to solve the problem of pollution in the
learners’ neighborhood.

Typical procedure

Pre-task
At this stage, the topic is introduced through activities such as:

o Prior knowledge activation

o Brainstorming
o Visual Aids
o Games
o Discussions
o Vocabulary activities
o Reading

Task activity (cycle)

The teacher gives clear instructions about the task.

o The learners do the task, in pairs or in groups, using their own linguistic and
nonlinguistic resources.
o The teacher’s role at this stage is to monitor, support, and encourage the
learners.
o The teacher does not have to intervene to correct accuracy mistakes.
o The emphasis is more on meaningful communication, fluency and confidence
building than on accuracy.
o The learners draft or rehearse what they want to say or write.
o They report briefly to the whole class to compare findings.

Post-task
This stage provides an opportunity for learners to compare their products with
a similar product by a native/ fluent speaker.

o The learners listen to a recording by a native/fluent speaker.

o Comparison between the two versions constitutes a chance for learners to
learn from their mistakes.
o Based on the analysis of the learners’ products, more work on specific
language points may follow

Advantages of TBLT
 Implicit learning
The aim of TBLT is to help learners develop implicit knowledge of the
language that will enable them to participate easily and naturally in
communication. The learners get the form and use of the target language
without being explicitly being taught. The role of the teacher is to design tasks
by replicating and creating the conditions for language learning and for
communication that exists outside the confines of the classroom. The aim is
that the learners’ interlanguage will gain implicit language knowledge while
doing tasks.

Incidental learning
Much of our everyday learning is incidental. TBLT provides opportunities for
unplanned learning. Completing a real-world task allows the acquisition to
take place without any deliberate intention on the part of the learner or the
teacher.

Meaningful learning
TBLT allows meaningful communication to occur during the accomplishment
of tasks.

Disadvantages of TBLT
o Some teachers criticize TBLT for focusing mainly on fluency at the expense of
accuracy.
o TBLT requires a high level of creativity and initiative on the part of the teacher.
o TBLT requires resources beyond the textbooks and related materials usually
found in language classrooms.
o Evaluation of task-based instruction can be difficult. The nature of task-based
learning does not allow it to be objectively measurable.
References
Littlewood, 2004. ‘The task–based approach: some questions and suggestions‘ in
ELT Journal Volume 58/4:319-326. O U P. Retrieved
from http://www.lenguasvivas.org/campus/files/0_28/tbl.pdf on 24 February 2018

Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University

Press.

Richards, J.C. & Rodgers, T.S 2001. Approaches and Methods in Language

Teaching,  United Kingdom: Cambridge University Press.