1. TASK BASED LEARNING
Historical Background

2. INTRODUCCIÓN
 A look in-to Task Based Learning as language
learning method.
 Preceding Learning Methods

3. WHAT IS TASK BASED LEARNING?
 Task-based language learning
(TBLL), also known as task-based language
teaching (TBLT) or task-based instruction (TBI)
focuses on the use of authentic language and on
asking students to do meaningful tasks using the
target language. Such tasks can include visiting a
doctor, conducting an interview, or calling customer
service for help. Assessment is primarily based on
task outcome (in other words the appropriate
completion of tasks) rather than on accuracy of
language forms. This makes TBLL especially popular
for developing target language fluency and student
confidence.

4. DEFINITION OF A TASK
 According to Rod Ellis (2007), a task has four main
characteristics:[2]
 A task involves a primary focus on (pragmatic)
meaning.
 A task has some kind of ‘gap’.
 The participants choose the linguistic resources
needed to complete the task.
 A task has a clearly defined outcome.

5. HISTORICAL BACKGROUND
 Task-Based Learning, one of the most talked-
about recent methods, can be traced back to the
‘strong’ Communicative Approach, where
teaching is done entirely through communicative
tasks. There is no set grammar syllabus. Focusing
on language use after a task has been completed is
widely accepted as an aid to acquisition, and task
repetition gives students the chance to practice new
language.

6. THE COMMUNICATIVE APPROACH

The Communicative Approach grew out of sociolinguistics
in the 1970s and the view that there is more to communication
than just grammar and vocabulary. Communication involves
‘communicative competence’ – the ability to make yourself
understood in socially appropriate ways.
 Nowadays most teachers and students take the need for real
communication in class for granted, but English as a Foreign
Language (EFL) history clearly shows that this has not always
been the case! Within the Communicative Approach itself the
precise role of communication is debated. The so-called
‘weak’ form of the approach sees communicative activities as
opportunities for students to practice new language and
develop fluency. A weak version of language teaching using
this approach might simply mean adding more opportunities to
communicate to a traditional grammar based curriculum.

7. THE ‘STRONG’ COMMUNICATIVE APPROACH
 The ‘strong’ Communicative Approach on the other hand
states that language is acquired through communication. It is not
just a question of using communicative activities to activate
passive knowledge of the language that has been pre-taught at
an earlier stage. The belief is that communicative confidence only
develops if students are thrown in at the deep end and required
to carry out tasks that demand real-life communication. Rather
than a communicative activity being a chance for students to
show what they can do or to use what they have learned, it is
through working on a task that the students learn what they need.
It is impossible to make sense of current EFL teaching, especially
in the west, without reference to the Communicative Approach.
The weak Communicative Approach has had the most far-
reaching impact on the EFL world, probably because its
acceptance meant adapting rather than rejecting existing
materials and methodology. The strong Communicative Approach
has been very influential in the development of Task Based
Learning.

8. REFRENCES
 A Brief History of Teaching Approaches and
Methods
http://compartiroposingles.bigforumpro.com/t4-a-br
ief-history-of-teaching-approaches-and-methods
 Task-based language learning
From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Task-
based_language_learning

9. TASK-BASED LEARNING(TBL)
-A model of organising lessons.
COMPONENTS OF TBL:
Pre-task Task cycle Language
focus
Teacher´
s role
Plannin
g
Report
Tas
k
Analysi
s
Practic
e

10. WHAT TBL OFFERS
Motivation
Private and
public
Reflection

11. Teacher roles and learners roles
Teacher
as an
advicer
Teacher as
a monitor
Teacher as
a
chairperson
Preparing
learners for
the task
Risk-taker
and
innovator
Monitor
Group
participants
Learners
roles

12. GENERAL PRINCIPLES AND
CHARACTERISTICS OF TBL
*It`s based on the use of tasks.
*Students learn by interacting.
*It`s focused on the use of authentic language.
*Errors are part of a natural learning.
*The focus is on process rather than product.

13. MY APPRECIATION OF TASK BASE LEARNING.
 Bringing the real world into the classroom.

14. WHAT A TEACHER NEEDS TO HAVE …..
 Ability to commuicate their love of knowledge and
learning.
 Kind Hearted and compassion...
 Great enthusiam combined with a good
imagination….
 Considerable fluency with the power of speech
combined with the powers of illustration.
 Strong belief in the importance of instruction for the
betterment of all .
 Great powers of observation.
 Willingness to reflect and modify instruction.
 Your goal should not be perfection,but
improvement.
 A good Rapport with the students.

15. WOULD YOU LIKE TO INCORPORATE SOME OF
THE IDEAS PROPOSED BY THE METHOD INTO
YOUR TEACHING? WHY?,WHY NOT?.

16. WHAT A TEACHER NEEDS
Patience
compassion
observation
knowledge
enthusiam
Communicative

17. WHAT A TEACHER NEEDS.
instruction
imagination
Strong belief
illustrative
willingness
understanding
Positive
rapport

18. TEACHER IN HARMONY.

19. ADVANTAGES
 The tasks are closer to real-life communicative
situation.
 A natural context is developed from the students’
experiences with the language that is personalized and
relevant to them.
 Students are more motivated to absorb the language

20.  Give teachers the opportunity to asses learners’
progress
 Progress by encouraging students to plan and be more
ambitious in the language they use
 There is an emphasis on (problem-solving) tasks and the
students’ own personalities and responsability for their
own learning has to go together with more formal
language work.

21. DISADVANTAGES
 Task-based learning requires a high level of
creativity and initiative on the part of the teacher. If
the teachers are limited to more traditional roles or
do not have time and resources to implement task-
based learning teaching this type of teaching may
be impossible.
 Some learners revert to mother tongue when things
get difficult or if the group feels impatient.

22. CONCLUSIONS
 Historical Background.-
 Underlying principles of the method.-
 Activities.-
 Appreciation.-

23. REFERENCES
 http://www.teachingenglish.org.uk/articles/a-task-based-
approach
 http://www.yde.yildiz.edu.tr/uddo/belgeler/inca-
FundaHatip-TBL.htm
 The practise of English Language Teaching by Jeremy
Harmer

24. TELL ME AND I FORGET
SHOW ME AND I REMEMBER
INVOLME AND I UNDERSTAND
YOUR GOLD SHOULD NOT BE PERFECTION,
BUT IMPROVEMENT…