TASK-

BASED
LANGUAGE
TEACHING
 Contents
1 • DEFINITION 4 • BEST PRACTICES

2 • APPLICATION IN
TEACHING
5 • REFERENCES

3 • RESEARCHES
 What is TBLT?
TBLT is an approach to language teaching that provides
opportunities for students to engage in the authentic use of the
target language through tasks. As the principal component in
TBLT, the task provides the main context and focus for learning,
and it encourages language use similar to the way language is
used outside of the classroom. Students learn language and
develop skills as they work toward completing the task, which
motivates them to stretch their available language resources (Ellis,
2003a).
 What is Task?
The term “task” has been defined by many researchers
"a piece of work undertaken for oneself or
Long (1985:89)
for others, freely or for some reward”

Breen (1987:23) " a range of work plans”

" a piece of classroom work which

involves learners in comprehending,
producing or interacting in the target
Nunan (1989:10)
language while their attention is
principally focused on meaning rather
than form”

" a goal-oriented activity in which

 According to Willis (1996:35-6)
task-based language teaching
defines eight purposes:
1. to give learners confidence in trying out whatever language they know;
2. to give learners experience of spontaneous interaction;
3. to give learners the chance to benefit from noticing how others express
similar meanings;
4. to give learners chances for negotiating turns to speak;
5. to engage learners in using language purposefully and cooperatively;
6. to make learners participate in a complete interaction, not just one-off
sentences;
7. to give learners chances to try out communication strategies; and
8. to develop learners’ confidence that they can achieve communicative
goals.
 Approaches to Task-based
CHARACTERIST Language Teaching
Long (1985) Skehan (1988) Ellis (2003)
ICS

Natural Language
yes yes yes
Use

Learner-
yes yes not necessarily
centeredness

yes- through yes- mainly yes- in all phases

Focus on form
corrective feedback through pre-task of TBLT lesson

yes- unfocused
Tasks yes- unfocused yes- unfocused
and focused

Rejection of
Traditional yes yes no
 Three- stage model

Pre-task prepare the task performance

Task Learners will be working on the task,

performance individually, in pairs or in group

Task outcomes will be reported and reviewed

Post-task and task performance discussed as
appropriate
 Example
Pre-task Give the class a story/cartoon topic.

Put the students in groups after giving them

the initial information. Instruct them to
Task
write/illustrate how the story ends. They will
performance
need to listen to each other and either agree
on or compromise each movement forward.

After the allotted time has finished, have

Post-task each group present their story verbally to the
class.
 Researches on
TBLT
Authors, Year Study overview/ Study Study Conclusions
Source
Published & Title purpose Methodology Participants

There is a sense in the data received that the

participants perceive TBLT as a suitable approach
for teaching EAP because their students learn
language and skills in natural contexts and
situations. By working toward a goal, students use
Source necessary language, making learning more
This study seeks to
Journal Article Participants authentic and relevant. TBLT motivates EAP
Douglas, S. R., & Kim, examine the
were recruited students to improve their language and skills.
M. (2014). Task-based prevalence of Task-
Task-based Language from the However, comments with the opposite view that
language teaching and Based Language
Teaching and English membership of arose in the data suggest that more support for
English for Academic Teaching (TBLT) in
for Academic the Teachers of implementing TBLT approaches in an EAP context
Purposes: An EAP, common Qualitative
Purposes: An English as a are called for. This support could take the form of
investigation into examples of EAP method
Investigation into Second designing EAP materials, such as textbooks, to
instructor perceptions tasks, and the
Instructor Language incorporate TBLT principles for teaching and
and practice in the benefits and
Perceptions and Canada learning. More such materials would help to lower
Canadian context. drawbacks of this
Practice in the Federation (TESL the preparation demands placed on instructors
approach for EAP
Canadian Context Canada). looking to make TBLT part of their EAP practice.
students
The increased availability of TBLT-informed EAP
materials could also be accompanied by greater
attention to what TBLT in the EAP classroom
constitutes in order to further promote TBLT in
EAP teacher education and professional
development opportunities.
Authors, Year Published & Study Conclusions
Source Study overview/ purpose
Title Methodology

To describe the TBA

critically, pointing out
what is positive in this
approach, and The emphasis on the communicative learning or
underlining the teaching of languages is not new, but it offers at
inadequacy of some least a partially different way of being exposed to
assumptions and and practicing with the language. This leads us to
conclusions. The design classify TBA within the 'conversational and/or
of a new TBA model is natural approach' (Sánchez 1992; 1997). It must be
Journal article
not the goal of this admitted that the TBA faces most of the problems
Sanchez, A. (2004). The study. But the inherent in natural methods, particularly when
The task-based
task-based approach in conclusions suggest that applied to adult learners of a second language. The
Approach in Language
language teaching. tasks may contribute to difference between real world tasks and
Teaching
the production of a pedagogical tasks is at the very center of the
more refined and problem. The classroom environment cannot be
complete foreign equated to the real world environment, or at least
language syllabus, not fully equated to it. In a parallel way, learning a
helping to motivate the language in a natural environment -particularly in
students and focus the the early stages of life- differs considerably from
attention of teachers learning a language as an academic subject.
and learners on meaning
and communicative
language use.
 Study Study
Authors, Year Study overview/ Conclusions
Source Methodolo Participan
Published & Title purpose
gy ts

The task-based approach, which is not

widely used in all levels of English
teaching in China, especially in junior and
The purpose of senior high schools, overcomes the
A Seminar this paper is to weakness. Although the introduction of
Paper Research give foreign task-based Approach has brought
Zhu Lin. (2009). language important reference for current foreign
Task-based Task-based teachers a vivid language teaching in China, educators still
approach in approach in picture by need to think about how to integrate this
foreign language foreign explaining what approach into the practical situation in
teaching in China. language task-based China so as to give full play to it at all
teaching in approach is, how levels. The task-based approach embodies
China. it works and its a new concept in language teaching. The
benefits. purpose of teaching is not to help learners
reach scheduled targets but to offer them
the environment and conditions in which
language acquisition can take place.
 1 Pre-Task (Introduction to topic and tasks)
Pre-Task – Introduction to topic and tasks
 Teacher explores the topic with the task
 Highlights useful words and phrases
 Students are given instructions
 Learners may be given examples

2 Task Cycle
Task Planning Report

 Students do the task in  Students prepare to  Students exchange or present

pairs or small groups report report (oral/written), how they did
 Teacher monitors;  Accuracy is important the task, and/or what they have
mistakes do not matter  Teacher stands by decided or discovered.
monitoring and giving  Teacher listens and comments
advice/scaffolding

3 Language Focus
Language Analysis Practice/ Task Repetition
 Students examine then discusses specific  Teacher conducts practice
features incorporating new words, phrases,
 Other groups can give feedback and patterns which emerged during
task.
 1 Pre-Task (Introduction to topic and tasks)
Pre-Task – Introduction to topic and tasks
• Begin with a brief discussion about weekend activities. Ask students what they
typically do on weekends and if they have any favorite activities.
• Introduce key vocabulary related to weekend activities using visuals.
Encourage students to share their own experiences and preferences related to
weekend activities.
• Divide students into pairs. Hand out the task sheet with scenarios for planning
a weekend outing.

2 Task Cycle
Task Planning Report
• Each pair will present their planned weekend outing to the class.
• Encourage them to negotiate and come to an agreement on the plan.
After each presentation, facilitate a brief discussion by asking other pairs to
provide feedback, suggest alternative ideas, or ask questions.

3 Language Focus
Language Analysis Practice/ Task Repetition
• Lead a class discussion on the experience of planning the weekend outings.
Ask students what they found challenging and what strategies they used to
overcome difficulties.
Provide feedback on language use, highlighting successful communication
strategies and areas for improvement.
 References
Chu, X. (2022). The practice of TBLT in teaching oral language in Asian primary schools. Advances in Social Science, Education and Humanities
research. 687, 1802-1812. https://doi.org/10.2991/987-2-494069-31-2-211

Douglas, S. R., & Kim, M. (2014). Task-based language teaching and English for academic purposes: An investigation into instructor perceptions
and practice in the Canadian context. TESL Canada Journal. 31 (8), 1-22. https://files.eric.ed.gov/fulltext/EJ1052107.pdf

Sanchez, A. (2004). The task-based approach in language teaching. International Journal of English studies. 4 (1), 39-71.
https://files.eric.ed.gov/fulltext/EJ1072205.pdf

Zhu Lin. (2009). Task-based approach in foreign language teaching in China [Master’s thesis, University of Wisconsin- Platteville].
https://minds.wisconsin.edu/bitstream/handle/1793/34571/ZhuLin.pdf?sequence=5&isAllowed=y

Gomez, L., & Landry, M. (2018, July). “Task based language teaching: Theory to practice”[video file].
https://www.youtube.com/watch?v=BsgX5rtvdNQ

Douglas, S. R., & Kim, M. (2015). Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions
and Practice in the Canadian Context. TESL Canada Journal, 31, 1. https://doi.org/10.18806/tesl.v31i0.1184
Thanks
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