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Task Based Language Teaching

Task-based language teaching (TBLT) focuses on having students complete meaningful tasks using the target language. It was developed by N. Prabhu in India, who believed students learn more effectively when focused on tasks rather than language itself. In TBLT, students work to solve problems or complete tasks, rather than focus on language structures. The teacher takes a guiding role instead of being the central authority. TBLT can be seen as both an evolution of communicative language teaching and a reaction to the presentation, practice, production method.

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Gisela Cruz Rios
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72 views27 pages

Task Based Language Teaching

Task-based language teaching (TBLT) focuses on having students complete meaningful tasks using the target language. It was developed by N. Prabhu in India, who believed students learn more effectively when focused on tasks rather than language itself. In TBLT, students work to solve problems or complete tasks, rather than focus on language structures. The teacher takes a guiding role instead of being the central authority. TBLT can be seen as both an evolution of communicative language teaching and a reaction to the presentation, practice, production method.

Uploaded by

Gisela Cruz Rios
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TASK BASED LANGUAGE

TEACHING
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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 on the language
they are using.

(Prabhu, 1987)
TBLT makes the performance of
meaningful tasks central to the learning
process.

Instead of a language structure or


function to be learnt, students are presented
with a task they have to perform or a problem
they have to solve.

(Harmer, J. The practice of English Language Teaching, 2007:71)


It’s an “Organic” methodology (Grammar
and Context closely related)
(Nunan, 2004)

Teacher’s dominant authority turns into


teacher’s guiding in TBLT; because, teacher
centered learning (PPP) becomes learner
centered.

It can be seen as both a refinement of


(CLT) and a reaction to the use of PPP.
(Ellis, 2003: ix)
THEORY OF LANGUAGE

1. Language is primarily a means of making


meaning.
2. Lexical units are central in language use
and language learning.
3. “Conversation” is the central focus of
language and the keystone of language
acquisition.
(Richards & Rodgers, 2001: 226-228)
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OBJECTIVES
• to give learners confidence in trying out
whatever language they know,
• to give learners experience of spontaneous
interaction,
• to engage learners in using language purposefully
and cooperatively,
• to give learners chances to try out
communication strategies

(Willis, 1996: 35–6)


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PRINCIPLES FOR TASK DESIGN

AUTHENTICITY PRINCIPLE
Context and Language

FORM/ FUNCTION PRINCIPLE


Inductive and Deductive thinking

TASK-DEPENDENCY PRINCIPLE
Pedagogical ladder
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ADVANTAGES OF TBLT
• TBLT is applicable and suitable for
students of all ages and backgrounds.

• Students are free to use whatever


vocabulary and grammar they know

• TBLT helps students pay close attention to


the relationship between form and
meaning

• TBLT allows meaningful communication


• TBLT requires a high level of creativity and
initiative on the part of the task.

• There is a risk for learners to achieve


fluency at the expense of accuracy.

• TBLT requires resources beyond the


textbooks and related materials usually
found in language classrooms.
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