Task-Based Language Teaching

TASK-BASED
LANGUAGE
TEACHING
Presented by Group 2
TEAM PROJECT
1 Tegar Santoso
2 Yohanes Steven Yuliano
NATURE OF TBLT
Task-based language teaching (TBLT) is derived from the
ideas of Second Language Learning (SLL). TBLT focuses
on the use of authentic language through meaningful
tasks (e.g visiting the doctor or answering a telephone
call).
WHAT IS
TASK-BASED LANGUAGE
TEACHING (TBLT)?
Task-Based Language Teaching (TBLT) is an approach
in language teaching that focuses on using real-life tasks
to help students learn a language. These tasks are
designed to be meaningful and authentic, such as making
a phone call or visiting a doctor.
WHAT ARE THE
CHARACTERISTICS OF TBLT?
1) Students are encouraged to use language creatively
and spontaneously through task and problem solving
2) Focus on relationships that is comparable to real world
activities
3) Conveyance lf some sort of meaning is central to this
method
4) Assessment is based primarily on task outcome
5) Student-centered
THE ROLE OF THE ROLE OF
TEACHER STUDENTS
1. Choose tasks suitable for 1. Engage in tasks and
students’ level. communicate with peers to
2. Monitor and guide the complete them.
students during tasks. 2. Focus on communicating
3. Provide feedback and ideas, not just correct
corrections when needed. language use.
WHAT IS TASK?
In TBLT, a "task" is more than just a classroom activity. It's
a goal-oriented activity designed to engage students in
using the language meaningfully. Pedagogical Task (Classroom
Target Task (Long, 1985): Context):
1. A target task is a real-world piece 1. A task adapted for teaching purposes,
of work, done for oneself or others. where students use language to complete
2. It is something a person might a meaningful goal.
naturally do, like giving directions or 2. Examples: Drawing a map while
asking for help. listening or following instructions.
3. Tasks are non-technical and 3. It may or may not require speaking or
practical. writing but always involves processing
language.
WHAT ARE THE PURPOSES
AND CHARACTERISTICS OF
PEDAGOGICAL TASK?
Purposes of a Pedagogical Task: Characteristics of a Pedagogical
1. To make language learning more Task (Breen, 1987):
communicative. 1. Has a clear objective.
2. Tasks create a purpose beyond 2. Involves appropriate content.
just practicing grammar or 3. Requires a specific working
vocabulary. They are structured to procedure.
encourage real-life communication. 4. Aims for a desired outcome.
ELEMENT OF
TASK
Input Data
Learners procedure
IMPORTANT
ELEMENTS IN A TASK
1. Input: The target language materials and
exposure learners receive to complete a task.
2. Data: The information that learners work with
during a task.
3. Learners Procedures: Steps students follow to
complete a task.
ELEMENT OF
TASK
SHEVELSON & STERN (1981)
Content Materials Activities
Goals Students Social

community
OTHER IMPORTANT
ELEMENTS IN A TASK
1. Content: Subject matter or topic of the task.
2. Materials: Items students use during the task (e.g., images,
audio files).
3. Activities: What students and the teacher will do.
4. Goals: The teacher’s aim for student achievement.
5. Learners: Consideration of their needs, skills, and interests.
6. Social Community: The class dynamic and sense of
cooperation.
TYPES OF TASKS N.S PRABHU (1987)
Rule-focused activity Form-based activity

Learners doing the tasks Learners are involved with
while recalling the rules of repetition of given
grammar or language language forms, and from
them they derive new
forms to be applied
TYPES OF TASKS N.S PRABHU (1987)
Meaningful activity Meaning-focused activity

Learners repeat, build or Learners are involved and
manipulate or structure fully occupied to have more
new language forms comprehension and
paying attention not only understanding
to the forms but also to 1. Information-gap activity
the meaning 2. Reasoning-gap activity
3. Opinion-gap activity
PRINCIPLES OF TASK-BASED
LANGUAGE TEACHING
Seven Key Principles of TBLT (Nunan, 2004)
1) Scaffolding
Teachers provide supportive materials and guidance at the beginning.
The support is gradually removed as students gain confidence and
independence.
Removing support too soon can hinder the learning process.
2) Task Dependency
Tasks are designed to build on each other.
Start with simple tasks and progress to more complex ones.
Each task builds on skills and knowledge gained in previous tasks.
LANGUAGE TEACHING
3) Recycling
Language elements are revisited and repeated across different tasks.
Repetition helps with memory retention and understanding.
Students need multiple exposures to truly master language skills.
4) Active Learning
Students learn best when they are actively involved.
Encourages hands-on practice, reducing reliance on teacher
instruction.
Promotes experiential learning, where students learn by doing.
LANGUAGE TEACHING
5) Integration
Students should connect what they learn with real communication.
They must understand how language forms fit into real-life contexts.
Integration means linking form and function to create meaning.
6) Reproduction to Creation
Students start by reproducing language models given by the teacher.
Eventually, they should create their own language forms and
expressions.
Encourages creativity and independence in language use.
LANGUAGE TEACHING
7) Reflection
Students are encouraged to evaluate their own learning.
They should reflect on their progress and the effectiveness of their
strategies.
Feedback questions guide self-assessment and improvement.
LANGUAGE TEACHING
Additional Principles (Freeman & Anderson, 2011)
1. Clear Purpose and Outcome: Each task should have a well-defined goal.
2. Pre-Task Preparation: Use pre-tasks to clarify the purpose and steps.
3. Step-by-Step Guidance: Break down tasks into smaller, manageable
steps.
4. Engage Students: Find ways to involve students in the task process.
5. Language Use: Do not simplify the language; use authentic forms.
LANGUAGE TEACHING
Additional Principles (Freeman & Anderson, 2011)
6. Provide Feedback: Offer feedback on task performance without
interrupting meaning-focused activities.
7. Student Involvement: Students have a say in how tasks are carried out,
fostering engagement and interaction.
8. Public Presentation: Encourage students to present, which emphasizes
both accuracy and clarity.
9. Repetition for Mastery: Have students repeat language to identify
strengths and areas for improvement.
CLASS ACTIVITIES
Pre-task Cycle-task Post-task

TASK PHASES
1) Pre-Task Phase
The teacher introduces the topic and provides key language to help
students understand the purpose of the task and connect the task to
real-life situations.
2) Cycle Task Phase
Students engage in the main task, using the language to achieve a clear
goal while teacher monitors progress and provides guidance if
necessary.
3) Post-Task Phase
Focus on what was learned and discuss any difficulties to reinforces the
language used and addresses any problems.
CONCLUSION
1. Task-Based Language Teaching (TBLT) is an approach to teaching language
that focuses on real-life, meaningful tasks.
2. This method emphasizes the use of authentic language in contexts that
simulate everyday communication.
3. TBLT encourages learners to engage with language through task sequences,
each designed to gradually develop language skills.
4. Key strengths of TBLT include:
Activating the language acquisition process through contextualized learning.
Fostering both fluency and accuracy in communication.
Supporting student-centered learning, where the focus is on active
participation and interaction.
5. Due to its practical benefits and emphasis on meaningful communication, TBLT
is highly recommended for English teaching.
THANK
YOU
WHAT IS TASK?
Target Task
Long (1985), one of the advocates for TBLT called them
"target task". Target task is a "piece of work undertaken for
one self or for the other or for some rewards. It describes
the thing that the person in the street would say of asked
what they were doing"
WHAT IS TASK?
Pedagogical Task
Tasks become pedagogical in nature when it is adopted in
a classroom. Pedagogical task is "an activity or action
which is carried out as a result of processing or
understanding language". Listening to an instruction and
performing a command can be referred as a task.

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TASK-BASED

Content Materials Activities

Goals Students Social

Rule-focused activity Form-based activity

Meaningful activity Meaning-focused activity

Pre-task Cycle-task Post-task

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