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TBLT (Task Based Language Teaching)
This document provides background information on task-based language teaching (TBLT). It discusses key concepts such as the definition of a task, the principles and objectives of TBLT, as well as the typical components of a TBLT lesson including the pre-task, task cycle, and post-task stages. Examples of tasks and learning activities are also provided. The document concludes by outlining some advantages and disadvantages of the TBLT approach.
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The presentation includes topics such as background information, principles, design, objectives, syllabus, learner and teacher roles, instructional materials, and TBLT.
Tasks are defined as activities for learning, including differing levels of complexity and learner involvement in processing information.
Task-Based Language Teaching (TBLT) emphasizes student engagement through tasks, originated by N. Prabhu and evolved from vocational training.
TBLT focuses on performing meaningful tasks rather than learning language structure, with practical examples provided.
TBLT is an evolution of Communicative Language Teaching, shifting focus from teacher-centered to learner-centered environments.
Tasks in TBLT relate to real-life needs, enhance language acquisition, and foster intrinsic motivation.
Various principles of TBLT include language as meaning-making, centrality of lexical units, task-based engagement, and focus on negotiation and learner needs.
Goals of TBLT include aiding language learning through tasks, promoting confidence, and enhancing cooperative use of language.
Includes jigsaw, information-gap, problem-solving, and decision-making tasks among others to promote interaction.
Identifies learner roles like participant and risk-taker while emphasizing the teacher's role in guiding and preparing students.
Refers to a variety of sources including books, media, and internet resources important for task-based learning.
Describes pre-task, task cycle, and post-task processes in TBLT, enhancing language learning through structured activities.
The effectiveness of TBLT in promoting communication, exposing learners to diverse language, and engaging them meaningfully.
Challenges include the need for structured grammar knowledge and the potential difficulty in measuring task-based learning outcomes.
An example task scenario where learners decide on items to take in a survival situation, illustrating task involvement.
A list of scholarly works and resources supporting the theories and practices of Task-Based Language Teaching.
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TBLT (Task Based Language Teaching)
- 2. 2 BACKGROUND INFORMATION……………............3 APPROACH…………………………………..............21 THEORY OFLANGUAGE…………………………............21 THEORY OF LEARNING…………………………..............23 PRINCIPLES………………………………………...............24 DESIGN………………………………………..............28 OBJECTIVES………………………………………..............28 SYLLABUS…………………………………………..............32 TYPES OF LEARNING AND TEACHING ACTIVITIES….33 LEARNER ROLES………………………………….............34 TEACHER ROLES………………………………….............35 INSTRUCTIONAL MATERIALS…………………………….36 PROCEDURE………………………………….………37 THE FRAMEWORK FOR TBL INSTRUCTION…………..37 PRE-TASK – TASK CYCLE – POST-TASK……………….38 CONCLUSION………………………………..............43 ADVANTAGES OF TBLT……………………………………43 DISADVANTAGES OF TBLT……………………………….45 ACTIVITY…………………...…………………...........51 REFERANCES……………………………….............53
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- 5. 5 TASK (1): apiece of work that must be done, especially one that is difficult or that must be done regularly. TASK (2): to give someone the responsibility for doing something. (Longman English Dictionary)
- 6. A task isany activity that learners engage in to process of learning a language. (Williams and Burden, 1997:168) 6
- 7. A task isa range of learning activities from the simple and brief exercises to more complex and lengthy activities such as group problem-solving or simulations and decision-making. (Breen, 1987:23) 7
- 8. An activity whichrequired learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a task. (Prabhu , 1987:24) 8
- 9. What is TaskBased Language Teaching? 9
- 10. Task Based LanguageTeaching (TBLT) is an approach which offers students opportunities to actively engage in communication in order to achieve a goal or complete a task. TBLT seeks to develop students’ interlanguage through providing a task and then using language to solve it. 10
- 11. It was firstdeveloped by N. Prabhu in Bangladore, Southern India. Prabhu believed that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. (Prabhu, 1987; as cited in Littlewood, 2004) 11
- 12. On the otherhand, using tasks for teaching first appeared in the vocational training practice of the 1950’s. Task focused here first derived from training design concerns of the military regarding new military technologies and occupational specialities of the period. Task analysis initially focused on solo psychomotor tasks for which little communication or collaboration was involved. (Richards & Rodgers, 2001:225) 12
- 13. TBLT makes theperformance of meaningful tasks central to the learning process. Instead of a language structure or function to be learnt, students are presented with a task they have to perform or a problem they have to solve. (Harmer, J. The practice of English Language Teaching, 2007:71) 13
- 14. • Preparing ameal • Ordering food in a cafe • Talking to someone on the phone • Compiling qualities of a good friend. • Two pictures or texts to find the differences • Solving a problem • Designing a brochure. 14
- 15. 15 Help! Thieves! Can youdescribe the thieves? There were two thieves, a man and a woman Did the woman wear glasses? Yes, glasses and long black hair. She is young. Did the man have a moustache? A black moustache, but no glasses. He has short hair. Look at these pictures. Yes, here they are! A task taken from a task-based syllabus for beginners.
- 16. TBLT constitutes astrong version of Communicative Language Teaching. (Skehan, 2003b) Teacher’s dominant authority turns into teacher’s guiding in TBLT; because, teacher centered learning (PPP) becomes learner centered. It can be seen as both a refinement of Communicative Language Teaching (CLT) and a reaction to the use of PPP. (Ellis, 2003: ix) 16
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- 18. 18 Why do weuse a task-based approach?
- 19. 19 • Tasks canbe easily related to students’ real-life language needs. • They create contexts that facilitate second language acquisition. • Tasks create opportunities for focusing on form. • Students are more likely to develop intrinsic motivation in a task-based approach. • A task-based approach enables teachers to see if students are developing the ability to communicate in an L2.
- 20. Two essential characteristicsof focus-on- form: 1) the overriding focus in a form-focused classroom is meaning or communication, and 2) attention to form arises incidentally in response to communicative need (Ellis, 2001) 20
- 21. APPROACH DESIGN PROCEDURECONCLUSION 1. Language is primarily a means of making meaning. 2. Multiple models of language inform task based instruction. (Richards & Rodgers, 2001: 226-228) 21
- 22. APPROACH DESIGN PROCEDURECONCLUSION 3. Lexical units are central in language use and language learning. 4. “Conversation” is the central focus of language and the keystone of language acquisition. (Richards & Rodgers, 2001: 227-228) 22
- 23. APPROACH DESIGN PROCEDURECONCLUSION 1. Tasks provide both the input and output processing necessary for language acquisition. 2. Task activity and achievement are motivational. 3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purpose. (Richards & Rodgers, 2001: 228-229) 23
- 24. APPROACH DESIGN PROCEDURECONCLUSION 1. Making errors is natural and is considered as a part of the process in acquiring the target language. 2. Exposure to comprehensible input is crucial. 3. Learning tasks facilitating learners to engage in interactions are essential. (Priyana, 2006) 24
- 25. 4. Learners needto be encouraged to produce the target language as producing the target language facilitates learning. 5. Although language production may be encouraged from the early stage in the learning process, it is reasonable to allow a silent period. 6. Focus on form is necessary. APPROACH DESIGN PROCEDURE CONCLUSION (Priyana, 2006) 25
- 26. APPROACH DESIGN PROCEDURECONCLUSION 7. Second language teaching and learning pace should be made reasonable for both learners with higher and lower aptitude. 8. Language learning tasks should be varied to cater for the needs for both extrovert and introvert learners. 9. Learning tasks should encourage learners to attend to both meaning and form and be varied in order to accommodate learners with different learning strategy preferences. (Priyana, 2006) 26
- 27. APPROACH DESIGN PROCEDURECONCLUSION 10. Teaching and learning processes should foster motivation and minimize learner anxiety. 11. The choice of teaching and learning tasks and content should be based on learner age. 12. Learning tasks should arouse and maintain learners’ learning motivation. (Priyana, 2006) 27
- 28. • to facilitatestudents’ language learning by engaging them in a variety of tasks that have a clear outcome. APPROACH DESIGN PROCEDURE CONCLUSION (Larsen-Freeman, 2001: 156) 28
- 29. • to givelearners confidence in trying out whatever language they know, • to give learners experience of spontaneous interaction, • to give learners the chance to benefit from noticing how others express similar meanings, • to give learners chances for negotiating turns to speak, 29 APPROACH DESIGN PROCEDURE CONCLUSION (Willis, 1996: 35–6)
- 30. APPROACH DESIGN PROCEDURECONCLUSION • to engage learners in using language purposefully and cooperatively, • to make learners participate in a complete interaction, not just one-off sentences, • to give learners chances to try out communication strategies, • to develop learners’ confidence that they can achieve communicative goals. (Willis, 1996: 35–6) 30
- 31. 31 APPROACH DESIGN PROCEDURECONCLUSION 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 EXPERIENCES: Processes - Narrating, describing, exploring and explaining attitudes, opinions, reactions. CREATIVE TASKS: Processes - Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others (Willis 1996).
- 32. APPROACH DESIGN PROCEDURECONCLUSION Synthetic Syllabus 32
- 33. APPROACH DESIGN PROCEDURECONCLUSION 1. Jigsaw Tasks 2. Information-gap Tasks 3. Problem-solving Tasks 4. Decision-making Tasks 5. Opinion exchange Tasks 33
- 34. APPROACH DESIGN PROCEDURECONCLUSION 1.Group Participant 2.Monitor 3.Risk-Taker and Innovator 34
- 35. APPROACH DESIGN PROCEDURECONCLUSION 1. Selector and Sequencer Of Tasks 2. Preparing Learners For Tasks 3. Consciousness-Raising 35
- 36. 36 APPROACH DESIGN PROCEDURECONCLUSION -Books -Newspaper -Magazine -Radio programs -CDs -TV -Internet -Board -Worksheets
- 37. Pre-task Task Cycle Post-task APPROACH DESIGNPROCEDURE CONCLUSION 37
- 38. APPROACH DESIGN PROCEDURECONCLUSION • Use materials such as picture/text/song etc. to lead into the topic. • Brainstorming, comparing ideas, sharing experiences. • Provide elicit vocabulary. • Provide a model, exploit role-play. • Do a similar task • Allow the students time to plan. 38
- 39. APPROACH DESIGN PROCEDURECONCLUSION • Pair work and small group work versus the whole class. • Introduce a surprise element. • Set a time for completing the task. • Vary the number of participants. • Tell students they will have to present a report to the whole class. 39
- 40. APPROACH DESIGN PROCEDURECONCLUSION • Students give a report. • Repeat the task (e.g. students switch groups) • Consciousness-raising activities. • Students listen to a recording or watch a clip of fluent speakers doing the same task, and compare their tasks with theirs. • Teacher gives feedback and evaluates the success of the task. 40
- 41. Pre-task Introduction to topicand task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Task Cycle Task: Students do the task, in pairs or small groups. Teacher monitors. Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered. Report: Some groups present their reports to the class, or exchange written reports and compare results. (Students receive feedback on their level of success on completing the task). Language Focus Analysis: Students examine and discuss specific features of the text or transcript of the recording. Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis. (Willis 1996: 38) 41
- 42. 42 APPROACH DESIGN PROCEDURECONCLUSION
- 43. APPROACH DESIGN PROCEDURECONCLUSION 43 • TBLT is applicable and suitable for students of all ages and backgrounds. • Students will have a much more varied exposure to language with TBLT. • Students are free to use whatever vocabulary and grammar they know, rather than just the target language of the lesson. • TBLT helps students pay close attention to the relationship between form and meaning
- 44. APPROACH DESIGN PROCEDURECONCLUSION 44 • TBLT allows meaningful communication. • Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. • Encourages students to be more ambitious in the language they use. • The psychological dynamics of the group which works together to complete a task will have a great influence on the success.
- 45. APPROACH DESIGN PROCEDURECONCLUSION 45 • TBLT requires a high level of creativity and initiative on the part of the task. • There is a risk for learners to achieve fluency at the expense of accuracy. • TBLT requires resources beyond the textbooks and related materials usually found in language classrooms.
- 46. APPROACH DESIGN PROCEDURECONCLUSION 46 • Task-based instruction is not teacher-centered and it requires individual and group responsibility and commitment on the part of students. If students are notably lacking in these qualities, task-based instruction may, indeed, be difficult to implement. • Evaluation of task-based learning can be difficult. The nature of task-based learning prevents it from being measurable by some of the more restricted and traditional tests. (Krahne, 1987)
- 47. • While Task-BasedInstruction may fruitfully develop learners’ authority of what is known, it is significantly less effective for the systematic teaching of new language. This is especially so where time is limited and out-of-class exposure is unavailable, such as in Turkey. 47 APPROACH DESIGN PROCEDURE CONCLUSION
- 48. APPROACH DESIGN PROCEDURECONCLUSION TBLT is based on the principle that language learning will progress most successfully if teaching aims simply to create contexts in which the learner’s natural language learning capacity can be nurtured rather than making a systematic attempt to teach the language bit by bit. (Ellis, 2009:222) 48
- 49. It may helpto encourage students to use the target language actively and meaningfully. But still, many aspects of TBLT have to be justified such as task type, task sequencing and evaluation of task performance. 49 APPROACH DESIGN PROCEDURE CONCLUSION
- 50. 50 APPROACH DESIGN PROCEDURECONCLUSION The basic assumption of TBLT -that it provides for a more effective basis for teaching than other language teaching approaches- remains in the domain of ideology rather than fact. It depends on tasks as the primary source of pedagogical input in teaching, but the absence of a systematic grammatical syllabus entails current versions of TBLT.
- 51. Work with threeother students. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take. (Remember, you can’t take more than 20 kilos with you.) 51
- 52. • Waterproof sheetsof fabric (3 kilos each.) • Notebook computer (3.5 kilos) • Rope (6 kilos). • Fire lighting kits (500 grams each) • Portable CD player and CDs (4 kilos.) • Short-wave radio (12 kilos) • Medical kit (2 kilos.) • Bottles of water (1.5 kilos each) • Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams) • Cans of food (500 grams each) • Box of novels and magazines (3 kilos) • Axe (8 kilos) 52
- 53. • Richards, JackC. - Rodgers, Theodore S. (2001), Approaches and Methods in Language Teaching, Cambridge University Press. • Larsen-Freeman, Diane. (2000), Techniques and Principles in Language Teaching, Oxford University Press. • Harmer, Jeremy. (2007), The Practice of English Language Teaching, Ashford Colour Press • Ellis, Rod. The Methodology of Task-Based Teaching 53
- 54. • Dickinson, Paul.Implementing Task-Based Language Teaching in a Japanese EFL Context • Priyana, Joko. Task-Based Language Instruction • Littlewood, William. The Task-Based Approach :Some Questions and Suggestions • Akbar, Ali - Farahani, Khomeijani. The Effects of Task- Based Techniques, Gender, and Different Levels of Language Proficiency on Speaking Development 54
- 55. 55 • Branden, KrissVan den. Task Based Language Education From theory to practice • Rahman, M. Mojibur. Teaching Oral Communication Skills: A Task-Based Approach • Sanchez, Aquilino. The Task-Based Approach in Language Teaching • Skehani, Peter. Task-Based Instruction • Skehan, Peter. A Framework for the Implementation of Task-Based Instruction • Seyyedi, Keivan. Task-Based Instruction
- 56. 56 • Finch, Andrew.A Task-Based Approach: Online Resources for Teachers • Littlewood, William. Task-Based Learning of Grammar • Zhao, Huajing. How Far Do the Theories of Task-Based Learning Succeed in Combining Communicative and Form-Focused Approaches to L2 Research • Dorathy, A. Anne. Second Language Acquisition through Task-Based Approach – Role-play in English Language Teaching • Büyükkarcı, Kağan. A Critical Analysis Of Task-Based Learning