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Module 3

The document compares Task-Based Language Teaching (TBLT) and Competency-Based Language Teaching (CBLT), highlighting their focus on real-world language use and communicative competence. TBLT emphasizes fluency and creativity through open-ended tasks, while CBLT is structured around specific competencies with clear assessment criteria. The document suggests that combining both approaches can enhance language learning by developing both specific skills and overall fluency.

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Cường
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7 views

Module 3

The document compares Task-Based Language Teaching (TBLT) and Competency-Based Language Teaching (CBLT), highlighting their focus on real-world language use and communicative competence. TBLT emphasizes fluency and creativity through open-ended tasks, while CBLT is structured around specific competencies with clear assessment criteria. The document suggests that combining both approaches can enhance language learning by developing both specific skills and overall fluency.

Uploaded by

Cường
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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24045471 - Khúc Nam Cường

ANALYSIS OF TASK-BASED LANGUAGE TEACHING AND


COMPETENCY-BASED LANGUAGE TEACHING APPROACHES

Aspect Task-Based Language Competency-Based


Teaching (TBLT) Language Teaching
(CBLT)
Focus and Goals - Focuses on language use in - Focuses on mastery of specific
real-world contexts. skills or competencies that are
- Emphasizes communicative necessary for real-life situations.
competence by engaging - Emphasizes practical,
learners in meaningful tasks that measurable outcomes and the
simulate real-life situations. ability to perform specific
- The primary goal is to develop functions or tasks in the target
learners' ability to use the language.
language fluently and - The primary goal is to ensure
effectively to complete tasks, learners can demonstrate specific
rather than focusing solely on competencies (e.g., ordering
grammatical accuracy. food, writing a formal email) by
the end of the course.
Instructional - Lessons are organized - Lessons are organized
Design around tasks that require around predefined
learners to use the language to competencies that learners must
achieve a goal (e.g., planning a achieve.
trip, solving a problem). - Instruction is highly structured,
- Tasks are often open-ended and with clear objectives and criteria
encourage creativity and for success.
collaboration. - Language forms are taught
- Language forms (grammar, explicitly and systematically to
vocabulary) are addressed as ensure learners can perform the
needed during or after the task, required competencies.
based on learners' performance.
Teacher’s role - The teacher acts as - The teacher acts as
a facilitator or guide, helping an instructor or assessor,
learners complete tasks and ensuring learners meet the
providing feedback. predefined competency standards.
- The teacher focuses on - The teacher provides clear
fostering communication and instructions, models the desired
fluency rather than correcting behavior, and assesses learners'
errors immediately. performance against specific
criteria.
Assessment - Assessment is - Assessment is criterion-
often formative and focuses on referenced and focuses on
how well learners can use the whether learners can demonstrate
language to complete tasks. the required competencies.
- Fluency, creativity, and - Success is measured against
problem-solving are prioritized specific, predefined standards.
over accuracy.
Example - Learners work in groups to - Learners are taught specific
plan a weekend trip, using the phrases and structures needed to
target language to discuss book a hotel room, and then
destinations, budgets, and assessed on their ability to
activities. perform this task accurately.
- The focus is on communication - The focus is on mastering the
and collaboration, with grammar specific skill of hotel booking.
and vocabulary addressed as
needed.

Similarities between the two approaches:


1. Both approaches prioritize practical, real-world language skills over abstract or purely
theoretical knowledge.
2. Both approaches are learner-centered in that they focus on the needs and goals of the
learners.
3. Both approaches emphasize communicative competence - the ability to use the language
effectively in real-world contexts.
Key differences between the two approaches:
1. Task-based approach is more open-ended and focuses on fluency, creativity, and
problem-solving during tasks.
2. Competency-based approach is more structured and focuses on mastery of specific,
measurable competencies.

In fact, combining these two approaches can create a more dynamic and effective learning
experience, as it allows learners to develop both specific competencies and fluency in real-
world communication. This is an example of how task-based approach can be applied in a
lesson of competency-based approach.
1. Start with Competency-Based Objectives
• Begin by identifying the specific competencies learners need to master (e.g., ordering
food at a restaurant, writing a formal email, giving directions).
• Clearly define the learning outcomes and criteria for success.
2. Design Tasks Around Competencies
• Create tasks that require learners to use the target competencies in meaningful, real-
world contexts.
• For example, if the competency is "ordering food," design a task where learners role-
play a restaurant scenario, using the target language to order meals, ask questions
about the menu, and interact with a waiter.
3. Use Tasks to Practice and Reinforce Competencies
• Tasks provide an opportunity for learners to apply the competencies they have
learned in a communicative and interactive way.
• For instance, after teaching the vocabulary and phrases needed for giving directions,
you could set up a task where learners guide each other through a map or a virtual
tour.

4. Provide Feedback and Reflection


• After completing a task, provide feedback on the acquisition of the predefined
competences (e.g., Did the learner use the correct phrases for ordering food?)
• Encourage learners to reflect on their performance and identify areas for improvement.

Reference
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd
ed.). Cambridge University Press.

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