TASK BASED-

LANGUAGE
TEACHING
Prepared by:
Elisa Ranara
TASK BASED-LANGUAGE
TEACHING (TBLT)
 Is an alternative approach to communicative language
teaching because a task involves a primary focus on
meaning, real world processes of language use and any of
the four language skills.
 Teaching efficiency is improved when the learners and
their learning are the focus of attention instead of the
teacher.
 It is a communicative approach
 The aim of TBL is to integrate all four skills and to move
fluency to accuracy plus fluency.
TASK BASED-LANGUAGE
TEACHING (TBLT)
 It was first developed by N. Prabhu in Bangladore,
southern India. Prabhu believed that students may learn
more effectively when their minds are focused on the task,
rather than the language they are using.
THEORY OF LANGUAGE
 Language is primarily a means of making meaning
 Multiple models of language inform TBI: structural,
functional and interactional models of language.
 Lexical units are central in language use and language
learning
 “conversation” is the central focus of language and the
keystone of language acquisition.
 Task provide both the input and output processing
necessary for language acquisition.
WHAT IS TASK?
A task is an activity where the target language is
used by the learner for a communicative purpose
(goal) in order to achieve an outcome.
A task is a piece of work that must be done,
especially one that is difficult or that must be
done regularly.
A task is any activity that learners engage in to
process of learning a language.
WHAT IS TASK?
A task is range of learning activities from the
simple and brief exercise to more complex and
lengthy activities such as group problem
solving or simulations and decision-making.
 an activity which required learner to arrive at
an outcome from given information through
some process of thought and which allowed
teachers to control and regulate the process.
TEACHER ROLES
SELECTOR AND SEQUENCER OF TASKS
 A central role of the teacher is in selecting, adapting and
creating the tasks themselves and the forming these into an
instructional sequence in keeping with learner needs,
interest and language skill level.
PREPARING LEARNERS FOR TASK
 Activities might include topic introduction, clarifying task
instruction, helping students learn or recall useful words
and phrases to facilitate task accomplishment and
providing partial demonstration of task producers.
LEARNER ROLE
Primary role that are implied by task work are:
 GROUP PARTICIPATION may tasks will be done in pairs or in small
groups
 MONITOR in TBL are not employed for their own sake but as a
means of facilitating learning. Class activities have to designed so that
students have the opportunity to notice how language used in
communication.
 RISK-TAKER and INNOVATOR many task will require learners to
create and interpret message for which they lack full linguistic
resources and prior experience. The skills of guessing from linguistic
and contextual clues, asking the clarification and consulting with
other learners may also need to be developed.
THE FRAMEWORK FOR TBLT
INSTRUCTION

Pre-task

Task Cycle
Post task
THE FRAMEWORK FOR TBLT
INSTRUCTION
PRE TASK
Use materials such as picture/text /song to lead into
the topic
Brainstorming, comparing ideas, sharing experiences.
Provide elicit vocabulary.
Provide a model, exploit role play
Do a similar task
Allow students time to plan
THE FRAMEWORK FOR TBLT
INSTRUCTION
TASK CYCLE
Pair work and small group work versus the whole
class
Introduce a surprise element.
Set a time for completing a task.
Vary the number of participants
Tell the students they will have to present a report to
the whole class.
THE FRAMEWORK FOR TBLT
INSTRUCTION
Language FOCUS/ POST TASK
Students give report
Repeat the task (students switch groups)
Consciousness raising activities
Student listen to a recording or watch a clip of fluent
speakers doing the same task, and compare their task
others.
Teacher gives feedback and evaluates the success of
the task.
ADVANTAGES OF TBLT
 TBLT is applicable and suitable for students of all ages and
backgrounds
 Students will have a much more varied exposure to language with
TBLT.
 Students are free to use whatever vocabulary and grammar they know,
rather than just the target language of the lesson
 TBLT helps students pay close the relationship between form and
meaning.
 Encourages students to be more ambitious in the language they used.
The psychological dynamics of the group which works together to
complete a task have a great influence on the success.
DISADVANTAGES OF TBLT
 TBLT requires a high level of creativity and initiative on the part of
the task.
 There is a risk for learner to achieve fluency at the expense of
accuracy.
 TBLT requires resources beyond the textbooks and related materials
usually found in the language classroom.
 While task-based instruction may fruitfully develop learners authority
of what is known, it is significantly less effective for the systematic
teaching of new language. This is specially so where time is limited
and out-of-class exposure is unavailable.
CONCLUSION
 TBLT is based on the principle that language learning will
progress most successfully if teaching aims simply to
create contexts in which the learners natural language
learning capacity can be nurtured rather than making a
systematic attempt to teach the language bit by bit.
 It may help encourage students to use the target language
actively and meaningfully.
 The basic assumption of TBLT that provides for more
effective basis for teaching than other language teaching
approaches remains in the domain of ideology rather than
fact.
REFERENCES:
http://www.slideshare.net/shalaymostafa/taskbased-language-teaching-t
blt-85813260

http://.slideshare.net/hulyagulek1993/task-based-language-teaching-tblt