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Task-Based Language Learning

Task-based language teaching (TBLT) focuses on engaging learners in meaningful tasks rather than explicit language instruction. It grew out of the communicative language teaching approach. A task in TBLT is a meaningful activity that requires learners to use language pragmatically to arrive at an outcome. There are different types of tasks including information gap, reasoning gap, and opinion gap tasks. Effective TBLT involves preparing learners for tasks, having them complete tasks in groups, and then providing feedback on their language use. It can benefit learners by promoting natural language use, intrinsic motivation, and communicative competence, though teachers may face challenges in implementation.

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nhi nguyen
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14 views

Task-Based Language Learning

Task-based language teaching (TBLT) focuses on engaging learners in meaningful tasks rather than explicit language instruction. It grew out of the communicative language teaching approach. A task in TBLT is a meaningful activity that requires learners to use language pragmatically to arrive at an outcome. There are different types of tasks including information gap, reasoning gap, and opinion gap tasks. Effective TBLT involves preparing learners for tasks, having them complete tasks in groups, and then providing feedback on their language use. It can benefit learners by promoting natural language use, intrinsic motivation, and communicative competence, though teachers may face challenges in implementation.

Uploaded by

nhi nguyen
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TASK-BASED

LANGUAGE TEACHING
GROUP 3’s MEMBERS

Tran Nguyen Thai Ngoc Thuy Nguyen Huyen Nguyen Bao


Hoang Phu Trang Trang Gia Han

2
“
DISCLAIMER

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Background of TBLT

4
Task-Based Language
About this templateTeaching

- Grew out of the CLT approach.


- (TB Approach) First performed by Prabhu.
- Related to CLT which emphasizes
concrete learning outcomes
in the form of “tasks”.

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WHAT ISAbout
A TASK? (Ellis, 2017)
this template

● be meaning-oriented ● has some kind


of gap
Essential
Characteristics

● include Ss’ use of linguistic ● communicative


and non-linguistic resources in nature

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TYPES OF TASKS
About (Ellis, 2017)
this template

Real-world / Target
(Situational authenticity)

Pedagogical
(Interactional Authenticity)

7
TYPES OF TASKS
About (Ellis, 2017)
this template

Pedagogical
(Interactional Authenticity)

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TYPES OF TASKS
About (Ellis, 2017)
this template

Real-world / Target
(Situational authenticity)

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Information gap

Reasoning gap

Opinion gap

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Information gap

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Reasoning gap

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Opinion gap

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Characteristics of TBLT

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The key tenets of TBLT (Ellis, 2003)
1 2 3 4

Primary focus Gap Rely on own Clearly defined


on meaning resources outcome

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Principles for task-based
language teaching (Nunan, 2005)

1 2 3 4

Task Recycling Active


Scaffolding
dependency language learning
Principles for task-based
language teaching (Nunan, 2005)

5 6 7

Integration Reproduction to Reflection


creation
Teacher roles in task-based language
In two or three columns
teaching (Hismanoglu, 2011)

Selector and Preparing Consciousness-


sequencer of learners for raising
tasks tasks

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Learner roles in task-based language
teaching (Hismanoglu, 2011)

Group Monitor Risk-taker and


participant innovator

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STAGES OF
Our process TBLT
is easy

Language
Pre-task Task cycle
focus

(Willis, 1996; Ellis et al.,2019)


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Pre-Task
a preparation for a main task

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Pre-Task

- Introduce to topic and task


- Highlight useful words and phrases
- Help to recall the language
- Give model
- Take notes and prepare
=> motivate learners, arouse their interest and build up their expectation
=> prepare learners for the upcoming main task
(Ellis et al., 2019)
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Task cycle
Task - Planning - Report

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Task cycle

- Ss perform the task (in pairs / small groups): plan - rehearse -


report

- T monitors, gives advice to students on language and helps Ss


polish their language

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Language Focus
Analysis - Practice

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Language Focus

- T gives feedback: typical errors


- Ss examine and discuss specific features of the model
- T draws attention to the target structures
- T conducts practice activities based on the language analysis
already on the board
- T asks Ss to repeat the tasks
- T asks Ss to reflect on the task performance
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Example
Pre-task Task cycle Language focus
- T gives a scenario: “If you - Ss work in pairs or groups - T gives feedback
were taken to a deserted - Ss focus on choosing and - T highlights the
island, what would you agreeing on 3 objects to grammatical structure:
bring? Choose 3 objects.” bring with explanations Conditional type 2
- T shows a list of 10 - Ss present their ideas in - T gives controlled
objects with pictures front of the class practice
- T gives a sample
- T asks some students for
their ideas
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1. Benefits

2. Challenges

3. Recommendations

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1.
Benefits of TBLT
“The most effective way to teach language is by engaging learners in real language use in the
classroom” (Willis and Willis, 2007)

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And Benefits
tables to of
compare
TBLT data

- ‘natural’ learning within the classroom context


- meaning over form
- a fertile input of target language
- intrinsic motivation
- a learner-focused educational philosophy
- improvement of communicative fluency
- ability to combine with a traditional approach Ellis, 2009
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2.
Challenges of TBLT
A long list by Hatip 2015 (cited by Hismanoglu , 2011)

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AndChallenges
tables to compare
of TBLTdata

- problems of conducting the instruction


Ts - a high level of creativity and dynamism on the teacher
- resources beyond the textbooks

- students’ refusal or objection


- mother tongue
Ss - fossilization of using uncommon words and phrases
- focus on finding the appropriate words
- fluency at the expense of accuracy Haptip, 2005
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3.
Recommendations to language teachers
The effective implementation of task-based pedagogy (Ellis, 2009)

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And tables totocompare
Recommendations data
language teachers

- Tasks must be adapted


- Tasks should be trialled
- Teachers should have an overt comprehension of what a task is
- Teachers and students should be made familiar with the purpose
and logic behind doing tasks
- Teachers must be engaged in the design of the task materials

Ellis, 2009
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REFERENCES
◉ Brown, H.D. (2015). Task-based language teaching. In Teaching by principles: An interactive approach to
language pedagogy. (4th ed.). New York: Longman.
◉ Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–
526. https://doi.org/10.1017/s0261444817000179
◉ Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and
practice. Cambridge University Press.
◉ Harmer, J. (2015). Task-based learning. In The practice of English language teaching (5th ed.). Harlow: Longman
◉ Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do.
Procedia - Social and Behavioral Sciences, 15, 46–52. https://doi.org/10.1016/j.sbspro.2011.03.049
◉ Nunan, D. (2005). Task-based language teaching. Cambridge University Press.
◉ Moore, P. J. (2018). Task-based language teaching (TBLT). The TESOL Encyclopedia of English Language
Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0175
◉ Hummel, K. M. (2021). Task-based language teaching. In Introducing second language acquisition: Perspectives
and practices. Wiley Blackwell.

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Thanks!

ANY QUESTIONS?

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