Task Based

Language
Teaching
Presented by Mejj Salah-Edine
 Table of Content
• What is a Task • Syllabus

• What is TBLT • Role of the Learner/Teacher

• Background • Methodology

• Principles • Advantages

• Key Assumptions • Materials

• Theory of • Criticism
Language/Learning
What is a Task

• Tasks are activities which have meaning as their primary focus. Success in
tasks is evaluated in terms of achievement of an outcome, and tasks generally
bear some resemblance to real-life language use. So task-based instruction
takes a fairly strong view of communicative language teaching. (Skehan
1996b: 20)

• Nunan (1989: 10) offers this definition: the communicative task is a piece of
classroom work which involves learners in comprehending, manipulating,
producing or interacting in the target language while their attention is principally
focused on meaning rather than form.
What is TBLT

• TBLT is an approach to language teaching that revolves around the use of

tasks as the central unit for planning and instruction.

• Tasks are activities or goals carried out using language, such as solving a
puzzle, reading a map, making a phone call, or writing a letter.

• TBLT is considered a logical development of Communicative Language

Teaching, drawing on principles from the communicative language teaching
movement of the 1980s.
Background

• task based learning approach was created in the 1980s by N. Prabhu, an

Indian experimenter and educator. Prabhu defines Task-based language
teaching (TBLT) as language acquisition through meaningful involvement in
real-life circumstances.

• Language learners, according to Prabhu, should be assigned tasks that impel

them to use the target language in a useful and meaningful manner. Prabhu
emphasized that Task-based language teaching (TBLT) should concentrate on
the process of language use rather than the product. This means that learners
should be encouraged to communicate and use the language flexibly and
creatively, rather than focusing solely on delicacy and form.
Principles

• Talk is the goal: Tasks get speakers interacting and using language to achieve
something, like solving a problem or sharing a story.

• Real-world relevance: TBLT tasks mirror situations learners might actually

encounter, like ordering food or planning a trip.

• Learner power: No more passive listening! Learners choose and manage

tasks, taking charge of their learning journey.

• Scaffolding: Teachers provide targeted support to aid task completion.

• Differentiated instruction: Tasks adapt to individual learning styles and needs.

Key Assumptions

• The focus is on process than in product

• Learners learn language through interacting communicatively and purposefully

while engaged in the activities and tasks

•1. Activities and Tasks may be either:

Those that learners might need to achieve in real life
2. Those that have a pedagogical purpose specific to the classroom

• Activities and tasks of a task-based syllabus are sequenced according to

difficulty

• including the previous experience of the learner, the complexity of the task and
the language required to undertake the task
TBLT and CLT
● CLT is a Macro method and TBLT is Micro method (CLT is a broader approach
to language teaching that encompasses various methods and techniques,
including TBLT).

● TBLT and CLT share common principles and goals. TBLT is often considered a
logical development of CLT.

● Both approaches emphasize the importance of real communication in language

learning.

● TBLT draws on principles from the communicative language teaching movement

of the 1980s, incorporating the idea that activities involving real communication
are essential for language learning.
Theory of language

● Language is primarily viewed as a means of making meaning.

● TBLT emphasizes the central role of meaning in language use, and tasks are
assessed based on their outcomes rather than language display.

● Multiple models of language, including structural, functional, and interactional,

inform task-based instruction.

● Lexical units, including phrases and collocations, are considered central in

language use and learning.

● "Conversation" is highlighted as the central focus of language, and the

majority of tasks in TBLT involve spoken interaction.
Theory of learning

● TBLT shares general assumptions about language learning with Communicative Language
Teaching.

● Tasks in TBLT provide both input and output processing necessary for language acquisition.

● Productive output is considered critical for language development, and tasks offer opportunities
for both input and output requirements.

● Negotiation of meaning is seen as a necessary element in second language acquisition, and tasks
foster processes of negotiation, modification, rephrasing, and experimentation.

● Task activity and achievement are believed to be motivational for learners.

Syllabus:
Conventional vs. Task-Based Syllabuses:

Conventional Syllabuses:
● Focus on content: grammar structures, functions, topics, macro-skills (reading, writing, etc.),
vocabulary.
● Specify what learners learn: knowledge and skills in specific categories.
● Useful for planning teaching and designing materials.

Task-Based Syllabuses:
● Focus on process: using language to complete tasks.
● Specify what learners do: real-world tasks (using phone, planning trip) and pedagogical tasks
(information gap activities).
● Not rigid about specific content; skills emerge through tasks.
Role of the Learner

● Group Participant: Collaborating in pairs or small groups is central to many

tasks, requiring adaptation for learners used to individual or whole-class work.

● Monitor: TBLT uses tasks as learning tools, not just activities. Learners must
monitor both the message and its form in communication, noticing how
language is used.

● Risk-taker & Innovator: Tasks push learners to create and interpret

messages beyond their usual linguistic resources. They practice restating,
paraphrasing, using cues, and guessing from context to overcome lack of
knowledge.
Role of the Teacher
• Task Selection & Sequencing: Choosing, adapting, and sequencing tasks
based on learner needs, interests, and skill levels.

• Task Preparation: Preparing learners for tasks through topic introduction,

clarifying instructions, vocabulary pre-teaching, and task procedure
demonstrations.

• Cueing: Providing hints and prompts, either implicitly or explicitly, to guide

learners through tasks.

• Consciousness-Raising: Helping learners "notice" or attend to key features of

the language used in tasks through various techniques like pre-task activities, text
analysis, parallel tasks, and highlighted materials.
 Methodology

Pre-Task Activities:
● Topic & Task Introduction: Establish context, objectives, and expectations through brainstorming,
games, or personal experiences.
● Language Exposure: Read a similar dialogue or listen to a recording to model target functions and
language.
Task Activity:
● Performance: Students work in pairs or groups to complete the task using their existing language
skills.
● Teacher Support: Monitor, encourage communication, and offer assistance without correcting errors
upfront.
Post-Task Activities:
● Reporting & Planning: Briefly discuss task outcomes and prepare for public presentation by
drafting and rehearsing report content.
● Public Presentation: Share task findings with the class, with the teacher facilitating discussion and
rephrasing as needed.
Materials

● Authentic Texts
● Audio and Video Clips
● Maps and Charts
● Role Plays
● Surveys and Questionnaires
● Realia
● Language Games
● Portfolios
Advantages

● Authentic Language Use

● Focus on Communication

● Task Variety

● Collaborative Learning

● Flexible and Adaptable

● Preparation for Real-Life Language Use

Criticism

● Insufficient Focus on Form

● Teacher Preparedness

● Time-Consuming

● Difficulty in Assessment

● Incompatibility with Certain Contexts

● Task Design Challenges

Refrences
● Bell, J., and B. Burnaby. 1984. A Handbook for ESL Literacy. Toronto: Ontario Institute for Studies in
Education
● Beretta, A. 1990. Implementation of the Bangalore Project. Applied Linguistics 11(4): 321-337.
● Beretta, A., and A. Davies. 1985. Evaluation of the Bangalore Project. English Language Teaching
Journal 30(2) 121–127
● .Breen, M. 1987. Learner contributions to task design. In C. Candlin and D. Murphy (eds.), Language
Learning Tasks. Englewood Cliffs, N.J.: Prentice Hall. 23–46.
● Brown, G., and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University
Press.
● Bygate, M. 1988. Units of oral expression and language learning in small group intereaction. Applied
Linguistics 9: 59–82.
● Candlin, C. 1987. Towards task-based language learning. In C. Candlin and D. Murphy (eds.),
Language Learning Tasks. Englewood Cliffs, N.J.: Prentice Hall. 5–21