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TBLT

The document discusses Task-Based Language Teaching (TBLT), an approach to language education that uses tasks as the core unit of planning and instruction, focusing on using language for real-world purposes through meaningful tasks; it provides background on the historical development of TBLT and describes some of its key principles and advantages/disadvantages.

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ikram boujjehd
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69 views

TBLT

The document discusses Task-Based Language Teaching (TBLT), an approach to language education that uses tasks as the core unit of planning and instruction, focusing on using language for real-world purposes through meaningful tasks; it provides background on the historical development of TBLT and describes some of its key principles and advantages/disadvantages.

Uploaded by

ikram boujjehd
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Task Based

Language Teaching
Ikram Boujjehd
Boubaker Ben elkadi
Table of contents

01 Introduction 03 Approach 05 Homework


Theory of You can describe
language , theory the topic of the
of learning section here

02 Historical 04 Planning 06 Others


Background You can describe You can describe
the topic of the the topic of the
section here section here
Introduction
Task-Based Language Teaching (TBLT) refers to the use of
tasks as the core unit of planning and instruction in language
teaching. It has been defined as “an approach to language
education in which students are given functional tasks that invite
them to focus primarily on meaning exchange and to use
language for real-world, non-linguistic purposes” (Van den
Branden 2006).TBLT is usually characterized as an approach,
rather than a method. According to Leaver and Willis (2004: 3),
“TBI [task-based instruction] is not monolithic; it does not
constitute one single methodology. It is a multifaced approach,
which can be used creatively with different syllabus types and for
different purposes.’ Thus, it can be linked with other approaches
and methods, such as content-based and text-based teaching
(Leaver and Willis 2004).
It is considered as a logical development of Communicative Language Teaching

since it draws on several principles that formed part of the CLT movement from
the 1980s. For instance,

 Activities that involve real communication are essential for language learning.

 Activities in which language is used for carrying out meaningful tasks promote
learning.

 Language that is meaningful to the learner supports the learning process.


Historical Background
TBLT was first developed in the 1980s by N Prabhu, a teacher and researcher
in Bangalore, South India. He suggested that language acquisition is “an
unconscious process which is best facilitated by bringing about in the learner a
preoccupation with meaning, saying and doing”. He believed that using tasks
would help tap into learners’ natural mechanisms for second language
acquisition.
Approach
Theory of Language

 Language is primarily a means of making meaning, in task-based


instruction, “meaning is primary and the assessment of the task is in
terms of outcome”
 Language is a means of achieving real-world goals, language teaching
courses must center on the learners’ communicative needs and prepare
them for relevant domains and situations of language use.
 Lexical units are central in language used and language learning, To carry
out communicative tasks, a large vocabulary may be needed;
 Spoken interaction is the central focus of language , trying to
communicate with others through the spoken language drawing
on the learner’s available linguistic and communicative resources.
 Language use involves integration of skills, Tasks in TBLT hence
typically require students to use two or more skills at the same
time.
Theory of Learning

 Language learning is determined by learner internal, rather than


external factors. The meaning needs to be constructed by the
learner.
 Language learning is an organic process, Language learning
develops gradually and learners pass through several stages as
they restructure their language system over time
 Negotiation of meaning provides learners with opportunities for
provision of comprehensible input and modified output. In the process
the learner receives different forms of feedback such as confirmation
checks, comprehension checks, clarification requests, repetition
requests, and repetition that support learning and language
development.
 Interaction and communication through tasks provides opportunities
for scaffolded learning. This refers to the sociocultural perspective
on learning, The social activities in which the learner participates
support learning .
Menu

Advantages
&
Disadvantages
Advantages
1. Language items are seen to be mastered by partial, gradual
and variable absorption of several items at the same time.
2. There is a huge variety of tasks.
3. It promotes communication and interaction.
4. TBLT is effective because it involves the integration of skills.
Disadvantages
1. focusing mainly on fluency at the expense of accuracy.
2. requires a high level of creativity and initiative on the part of
the teacher.
3. TBLT emphasizes too much on tasks and communicating
meaning , this could have an impact on how to use language
with the correct form.
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Previous avatar Customize it 03. Reminder
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Menu

03
Reminder
Important for the next class

Subject
Science Read today’s lesson Do exercises 1 and 2

Music Bring instrument Practice song

English Read book Do grammar exercises

Math Do calculation Learn lesson


School rules

It’s ok It’s not ok


● Mercury is the ● Jupiter is the biggest
smallest planet planet of them all
● Venus is the second ● Saturn is a gas giant
planet from the Sun with several rings
● Mars is actually a ● Neptune is far away
very cold place from Earth
Do not forget

Tasks Subjects
● Translate text ● English
● Paint mural ● Art
● Do spelling homework ● French
● Do exercises 4 and 5 ● Math
What materials should I bring to class?

Notes

Eraser
Rounded scissors
Pencils
Stapler
Calculator
Markers
Student attending M T W T F
Student 1

Student 2

Student 3

Student 4

Student 5
Activities

● Ask lesson
● Correct homework
● Send homework to the
teacher for tomorrow
Ask homework to:

● Student 1
● Student 2
● Student 3
● Student 4
● Student 5
Today’s tasks

● Do science exercises
● Paint mural
● Do spelling homework
Homework

● Do science exercises
● Paint mural
● Do spelling homework

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