This document provides information about task-based language teaching (TBLT). It begins by defining a task as "an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." It then explains that TBLT engages learners in authentic language use through a series of tasks to both acquire new linguistic knowledge and proceduralize existing knowledge. The document outlines the rationale and design of TBLT, including its focus on meaning over form, motivation through task achievement, and negotiation of learning difficulty. It also discusses the role of the teacher in guiding tasks and providing feedback, as well as the role of students in interacting and presenting results.
3. Task-Based Teaching
“Any approach to language pedagogy will
“Any approach to language pedagogy will
need to concern itself with three essential
need to concern itself with three essential
elements: language data, information, and
elements: language data, information, and
opportunities for practice”,
opportunities for practice”,
David Nunan,
David Nunan,
4. TBLT - Definition
“A Task is an activity where the
“A Task is an activity where the
target language is used by the
target language is used by the
learner for a communicative
learner for a communicative
purpose (goal) in order to achieve
purpose (goal) in order to achieve
an outcome”
an outcome”
Jane Willis
Jane Willis
5. What is ‘task-based language
teaching’?
TBLT is an approach to teaching a
second/foreign language that seeks to
engage learners in interactionally
authentic language use by having them
perform a series of tasks. It aims to both
enable learners (1) to acquire new
linguistic knowledge and (2) to
proceduralize their existing knowledge.
6. BACKGROUND OF TASK-BASED
LEARNING
Two early applications of a task-
Two early applications of a task-
based learning within a
based learning within a
communicative framework for
communicative framework for
language teaching were the
language teaching were the
Malaysian Communicational
Malaysian Communicational
Syllabus(1975) and the Bangalore
Syllabus(1975) and the Bangalore
Project Prabhu 1987)
Project Prabhu 1987)
8. Why Using Task-Based Approach?
•• Students are free of language control
Students are free of language control
•• A natural context is developed from the
A natural context is developed from the
students‘ experiences. with the language that
students‘ experiences. with the language that
is personalised and relevant to them.
is personalised and relevant to them.
•• They will be exposed to a whole range of
They will be exposed to a whole range of
lexical phrases, collocations and patterns as
lexical phrases, collocations and patterns as
well as language forms.
well as language forms.
•• Students needs dictate what will be covered
Students needs dictate what will be covered
rather than a decision made by the teacher or
rather than a decision made by the teacher or
the coursebook.
the coursebook.
•• It is a strong communicative approach where
It is a strong communicative approach where
students spend a lot of time communicating.
students spend a lot of time communicating.
•• Provide Self-Access Activities.
Provide Self-Access Activities.
•• It is enjoyable and motivating.
It is enjoyable and motivating.
9. THE RATIONALE OF TASK-
BASED LEARNING
1. Theory of Language
Several assumptions about the nature of language can be said
to underlie current approaches to task-based learning. These
are:
o Language is primarily a means of making meaning
o Multiple models of language inform task-based learning.
o Lexical units are central in language use and language
learning
o “Conversation” is the central focus of language and the
keystone of language acquisition
10. 2-Theory of Learning
Task-based learning shares the general
assumptions about the nature of language learning
underlying Communicative Language Teaching.
o Tasks provide both the input and the output processing
necessary for language acquisition.
o Task activity and achievement are motivational.
o Learning difficulty can be negotiated and fine-tuned for
particular pedagogical purposes.
11. TBLT Design
Objectives:
Objectives:
As with other communicative
approaches ,goals in TBLT are determined
by the specific needs of particular learners.
The Syllabus:
The Syllabus:
Task –based syllabuses represent a particular
realization of Communicative Language Teaching
(Nunan1989). The designer conducts a needs
analysis ,which yields a list of the communicative
tasks that the learners will need to carry out.
12. there is a basic distinction between target
( real world) tasks and pedagogical tasks .
13. Types of Tasks:
Types of Tasks:
1-A Task …
is goal directed.
involves a primary focus on meaning.
has a clearly defined outcome.
2-The participants choose the linguistic
resources needed to complete the task.
14. In the literature on TBLT , several attempts
have been made to group tasks into categories,
as a basis for task design and description.
Willis (1996) proposes six task types:
LISTING: Processes: Brainstorming, fact-finding.
ORDERING AND SORTING: Processes: Sequencing, ranking, categorizing, classifying.
COMPARING: Processes: Matching, finding similarities, finding differences.
PROBLEM SOLVING: Processes: Analysing real or hypothetical situations, reasoning, and
decision making.
SHARING PERSONAL Processes: Narrating, describing, exploring and explaining attitudes,
EXPERIENCES: opinions, reactions.
CREATIVE TASKS: Processes: Brainstorming, fact-finding, ordering and sorting,
comparing, problem solving and many others.
15. Tasks and the four
language skills:
A common misunderstanding of task-
A common misunderstanding of task-
based instruction is that it necessarily
based instruction is that it necessarily
involves oral interaction.
involves oral interaction.
But tasks can be designed to develop any
But tasks can be designed to develop any
of the four language skills (listening,
of the four language skills (listening,
speaking, reading and writing).
speaking, reading and writing).
Many tasks are ‘integrative’ (i.e. involve
Many tasks are ‘integrative’ (i.e. involve
more than one skill).
more than one skill).
16. How does this photo demonstrate the Task-Based Approach?
17. Video
• Describe the role of the teacher and
the students.
• Guess what are the phases of a
lesson applying TBLT.
18. Teacher & Students in TBLT
Role of the Teacher
Role of the Teacher
o Cooperate, Listen and respond to St
needs.
o Decide what tasks to work on.
o Decide when to try a new task.
o Correct and keep feedback
(analysis).
o Help St Monitor each other.
19. Role of the Students:
Role of the Students:
o Work individually or with the groups
equally .
o Gather and organize information
(report).
o Present results to others St and/or
Instructor.
o Risk-taker and innovator.
20. Procedure
Willis (1996:56-57) recommends the following
sequence of activities:
Introduction to topic and task: Teacher explores the topic with the
class, highlights useful words and phrases, helps students
Pre-task
understand task instructions and prepare.
Task: Students do the task, in pairs or small groups. Teacher monitors
from a distance.
Planning: Students prepare to report to the whole class( orally or in
writing) how they did the task, what they decided or discovered.
Task Cycle
Report: Some groups present their reports to the class, or exchange
written reports and compare results.
Analysis: Students examine and discuss specific features of the text
or transcript of the recording.
Language
Practice: Teacher conducts practice or new words, phrases and
Focus
patterns occurring in the data, either during or after the analysis
(Willis 1996: 38).
21. Pedagogic problems
Problem Solution
1. Teachers often believe that Teachers need to understand that
TBLT is not possible with TBLT involves input-based as
beginners. well as out-put based tasks and
that it is possible to build up
proficiency initially through a
series of simple input-based
tasks.
2. Students may be unwilling to • Allow planning time
risk communicating ‘freely’. • Learner-training.
3. Students will resort to This is arguably not a problem; as
communicating in their L1. proficiency develops learners
automatically begin to use more
of
the L2.
4. Teachers may not fully More effective teacher training.
understand the principles or
TBLT or have the proficiency to
teach ‘communicatively’.
22. Problems with the Educational
System
Problems Solutions
1. Emphasis on Educational
‘knowledge learning’ philosophy needs to
change
2. Examination system More communicative
tests need to be
developed.
3. Large classes Use group work;
develop tasks suited to
large classes.
23. Divide Yourselves into two groups
Make two lists of what you think are
the advantage and the disadvantages
of TBLT.
24. Conclusions
Task-Based Language Teaching addresses some of
the ways students are changing
Any curriculum content can be taught through tasks .
the key point is that the teacher usually will have to
create their own worksheets or strategies!
The teacher must stay very active during a task-
based lesson assisting students individually or as a
group!
It emphasizes meaning over form but can also cater
for learning form.
It is compatible with a learner-centred educational
philosophy but also allows for teacher input and
direction.
25. It caters to the development of communicative
fluency while not neglecting accuracy.
It can be used alongside a more traditional
approach.
26.
27. Let’s Talk: What’s your Favourite drink?
In this lesson you will talk about your favourite drink and why you like it.
You will interview your friends about t
Part 1: What’s your favourite drink? Interview your friends.
There are many popular drinks around the world. In your notebook, think
of five ~ seven questions to ask about drinks. (Hint, What is your
favourite drink, why do you like it?)
Write your answers and then ask four friends. Write their answers in your
notebook.
Part 2: Vocabulary
Find these words in the dictionary. Write the meaning in your notebook.
Beans , loose, popular beverages.
Part 1: How do you like your drink???
Scenario
Work with five students . You are a waitress in a restaurant . Ask them
what they want to drink and how do they prefer it …….
A table.
A menu.
A piece of paper and a pen .
Part 2: Analysis:
Write the questions and the answers in your note book to share it with
your class.
