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Task Based Language Teaching

Task-Based Language Teaching (TBLT) focuses on using tasks as a central component of language learning, emphasizing communication and authentic materials. It involves a task-cycle consisting of pre-task, task, and post-task phases to enhance learners' engagement and comprehension. TBLT links classroom learning with real-world language use, fostering both individual and collaborative learning experiences.

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10 views12 pages

Task Based Language Teaching

Task-Based Language Teaching (TBLT) focuses on using tasks as a central component of language learning, emphasizing communication and authentic materials. It involves a task-cycle consisting of pre-task, task, and post-task phases to enhance learners' engagement and comprehension. TBLT links classroom learning with real-world language use, fostering both individual and collaborative learning experiences.

Uploaded by

Nati Dure
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Task Based Language

Teaching

●What is TBLT?
●Defining Task
●Communication – Tasks – Exercises
●CLT & TBL
●TBL & Experiential Learning
●From non-communicative language to authentic
communication.
●Teacher´s and learners´roles
What is TBLT?
Principles and practices:
● A needs-based approach to content selection.
● An emphasis on learning to communicate through
interaction in the TL.
● The introduction of authentic texts into the learning
situation.
● The provision of opportunities for learners to focus not
only on language but also on the learning process itself.
● An enhancement of the learner´s own personal
experiences as important contributing elements to
classroom learning.
● The linking of classroom language learning with language
use outside the classroom.
Task-cycle
● pre-task phase
introduces the learners to the topic and task
activates schemata
familiarizes the learners with skills and strategies needed to do the task
● the actual doing of the task
the teacher sets up a communication task which sts are to carry out using the
language at their disposal.
the task exposes the learners to authentic materials
the task encourages the development of comprehension strategies and
processing strategies like listing, sorting, ordering, comparing.
sts plan their reports of the task
● post-task phase
learners evaluate the work done
they focus attention on both content and language forms (and their functions)
Defining “task”
Some Characteristics of Tasks
● Tasks are activities in which students work purposefully towards an
objective.
● The objective may be one that they have set for themselves or one which
has been set by the teacher.
● Tasks may be carried out individually or (more often) in groups.
● Tasks may be carried out in competition with others or (more often) in
collaboration.
● The outcome may be something concrete (e.g. a report or presentation) or
something intangible (e.g. agreement or the solution to a problem).
● Tasks involve communicative language use in which the learners’ attention
is focused on meaning rather than linguistic structures.
● They should be authentic and as close as possible to the real world and
daily life experience of the learners.
● They should involve learners in various activities in which they are required
to negotiate meaning and make choices in what, when and how to learn.
Target Tasks – Pedagogical Tasks
● Target tasks: designed to practise or rehearse tasks
which sts need to carry out outside the classroom.
● Pedagogical tasks: do not necessarily reflect real world
tasks but facilitate the development of language
proficiency.
Nunan (1999:25) refers to them as “classroom work that
involves learners in comprehending, manipulating,
producing or interacting in the target language while their
attention is focused on mobilizing their grammatical
knowledge in order to express meaning.”
Pedagogical tasks enable learners to acquire the skills
needed to master real-world target task
Communication, Tasks and Exercises
●Tasks: activities where the target language is
used by the learner for a communicative
purpose (goal) in order to achieve an
outcome. (Willis:1996, p. 23)
●Exercises: learning activities in which
students focus upon and practise specific
elements of knowledge, skills and strategies
needed for the task without a communicative
purpose.
Activities can be classified according to where they lie along this
continuum with varying degrees of focus on form and/or meaning

Focus on form Focus on meaning


Non- Pre-communicative Communicative Structured Authentic
communicative
language practice language practice communication communication
learning

Focusing on the Practising Practising Using language Using language


structures of language with language in a to communicate to communicate
language, how some attention context where it in situations in situations
they are formed to meaning but communicates which elicit pre- where the
and what they not new learnt language meanings are
mean, e.g. communicating information, e.g. but with some unpredictable,
through new messages in information unpredictability, e.g. in creative
exercises, to others, e.g. in gap activities or e.g. in role-play, more
“discovery” and “question-and- “personalised” structured role- complex
awareness- answer” questions play and simple problem-solving
raising activities practice problem-solving and discussion
Teacher´s & learners´roles

●Teacher: selector and sequencer of tasks,


preparing learners for tasks,
consciousness raising.

●Learners: group participant, monitor, risk-


taker and innovator.
CLT & TBL

●TBL: one particular approach to


implementing the broader “communicative
approach”
●CLT is a broad philosophical approach to the
language curriculum that draws on theory
and research in linguistics, anthropology,
psychology and sociology. TBL represents a
realization of this philosophy at the level of
syllabus design and methodology.
TBL & Experiential Learning

●The learner´s immediate personal experience


is the point of departure for the learning
experience.
●Intellectual growth occurs when learners
engage in and reflect on sequences of tasks.
●Learners learn by doing # transmission
approach to education.
Bibliography:
●Littlewood W. (2003) Task‑Based Learning of
Grammar. Language Centre, Hong Kong
Baptist University.
●Nunan D. (2004) Task-Based language
Teaching. CUP.
●Richards, J. & Rodgers T. (2001) Approaches
and Methods in Language Teaching.CUP.
●Samuda,V. & Bygates, M. (2008) Tasks in
Second Language Learning. Palgrave.

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