1. Task-Based
Language
Teaching
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2. CONTENT
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DEFINITION OF TBLT
DEFINITION OF TASKS
TYPES OF TASKS
CHARACTERISTICS OF TBLT
METHODOLOGY
ADVANTAGES AND
DISADVANTAGES OF TBLT
• DEMONSTRATION
• REFERENCES
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3. WHAT DOES TASK-BASED LANGUAGE
TEACHING (TBLT) MEAN?
• Is related to Communicative
Language Teaching (CLT).
• Some researchers (Kumaravadivelu,
2006) argue that TBLT is significantly
different than CLT but some (Ellis,
2003) thinks that TBLT is at the very
core of CLT.
This pedagogy puts the use of TASKS
at the core of language teaching.
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(Brown, 2007)

4. WHAT TASKS?
Task is defined by Skehan (1998) as an
activity in which:
• meaning is of the utmost importance;
there is some communicative problem
to solve;
• there is relationship to real-world
activities;
• task completion has some priority;
and
the assessment of task is in terms of
outcome.
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5. OR SIMPLY PUT…
“A TASK IS AN ACTIVITY WHICH REQUIRES
LEARNERS TO USE LANGUAGE
(PEDAGOGICAL TASKS), WITH EMPHASIS ON
MEANING, TO ATTAIN AN OBJECTIVE
(TARGET TASKS)”
(BYGATE, SKEHAN, & SWAIN, 2011)
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6. TYPES OF TASKS IN TBLT
1. Target tasks
• Which students must achieve
beyond the classroom.
• Much more specific and more
explicitly related to classroom
instruction.
• Specifies a context.
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7. TYPES OF TASKS IN TBLT
2. Pedagogical tasks
• Form the nucleus of the classroom
activity
• Include series of techniques to ultimately
teach students to perform the target
task.
• Involve students in some form of
simulation of the target task.
• Distinguished by their specific goals that
point beyond the language classroom to
the target task.
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8. CHARACTERISTICS OF TBLT
• Tasks ultimately points learners to the application
of language in real-life situations.
• Tasks are not heavily guided by the need for
correct grammatical and structural aspects of the
language.
• Tasks specifically contribute to communicative
goals.
• Their objectives are well specified so that you can
at some later point accurately determine the
success of a task over another.
• Tasks engage learners, at some level, in genuine
problem-solving activity.
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9. HOW DO WE PERFORM IT?
1. Perform needs analysis.
 “I want to be able to talk to foreign
visitors in English.”
2. Specify learning goals and objectives.
 Goal type: Communicative.
3. Create tasks.
 Simulations in classroom.
4. Develop and enable integrating skills.
 Language exercises, communicative
activities.
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10. A FRAMEWORK OF TBLT
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11. ADVANTAGES OF TBLT
• useful for moving the focus of the learning
process from the teacher to the student.
• gives the student a different way of
understanding language as a tool instead of as a
specific goal.
• can bring teaching from abstract knowledge to
real world application.
• A Task is helpful in meeting the immediate
needs of the learners and provides a framework
for creating classes, interesting and able to
address to the students needs.
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12. DISADVANTAGES OF TBLT
• There is no acquisition of new grammar or
vocabulary features
• Everything is left to the teacher
• Not all students are or will be motivated by TBLT
• Some students need more guidance and will not
or cannot `notice´ language forms (grammar) or
other elements of accuracy
• Students typically translate and use a lot of their
L1 rather than the target language in completing
the tasks.
(Broady, 2006)
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13. SIMPLE IN-CLASS
DEMONSTRATION
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EXAMPLES OF REAL-WORLD TASKS
Visiting the doctor
Making a telephone call
Asking for street directions
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14. SIMPLE IN-CLASS
DEMONSTRATION
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Om came at 2.
He wants to break up with you.
No discussion. Made up his mind.
He gave his promise ring.
Don’t contact him ever again.
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15. WHAT DO WE THINK ABOUT
THE IMPLEMENTATION OF
TBLT FOR LANGUAGE
LEARNING METHODOLOGY?
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16. REFERENCES
• Teaching by Principles, An Interactive
Approach to Language Pedagogy [Book] /
auth. Brown H. Douglas. - New York : Pearson
Education, 2007. - Vol. III.
• Nunan, D. 1999. Second Language Teaching
and Learning. Boston: Heinle / Thomson
Learning
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