This document discusses the background and theory of task-based language teaching (TBLT). Some key points: - TBLT uses meaningful tasks and social interaction to promote language learning over product. - Tasks are activities with a focus on meaning, resembling real-life language use. - Tasks provide opportunities for input, output, and motivation to refine language skills. - The TBLT approach focuses on real-world and pedagogical tasks rather than language structures.

2. Background of TBLT
 Tasks are the core of the language learning and teaching process(Willis
1996)
 Communicative activities are essential
 The use of meaningful task and language which promote learning.
 Process more important that product
 Social interaction throught engaging tasks.
REAL LIFE ACTIVITIES
 TASKS
PEDAGOGICAL ACTIVITIES

3. What tasks are…
 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 use.( Skehan 1996b:20)

4. What tasks are…
 A 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.(Nunan 1998: 10)

5. THEORY OF LANGUAGE
 Meaning is primary
 (skehan 1998: 98)

6. LEXICAL UNITS ARE ESSENTIAL
 RECEPTION
 PRODUCTION

7. IS THAT TRUE THAT OMAR
IS CALLED THE I DONT KNOW BUT.I SAW
HIM PISSING. THAT WAS
ANACONDA??? AMAZING

8. THEORY OF LEARNING
 TASKS PR0VIDE INPUT AND OUTPUT

9. IM SO
MOTIVATED
BECAUSE OF
THE
TEACHER
 PROMOTE MOTIVATION

10. Goals in TBLT are ideally to be determined by the
specific needs of particular learners.

11. Conventional Syllabus TBLT Syllabus
Language structures Real-world tasks:
(telephone)
Functions
Pedagogical tasks: (Gap
Topics and themes information)
Macro skills
Competencies
Text types
Vocabulary targets

12. Descriptions:
“A language learning task can be regarded as a
springboard for learning work. It is a structured plan for
the provision of opportunities for the refinement of
knowledge and capabilities entailed in a new language
and its use during communication”. (Breen, 1987, p.26)

13. Prabhu said that a task is “an activity which
requires learners to arrive at an outcome from given
information through some process of thought, and
which allows teachers to control and regulate that
process” (Prabhu, 1987, p. 17)

14. Crookes defines a task as “a
piece of work or an activity,
usually with a specified
objective, undertaken as a part
of an educational course, at
work, or used to elicit data for
research” (Crookes, 1986, p. 1)

15. Willis labels her tasks examples as follows:
1. Listing
2. Ordering and sorting
3. Comparing
4. Problem solving
5. Sharing personal experiences
6. Creative tasks

16. Pica, Kanagy, and Falodun (1993)
1. Jigsaw Tasks
2. Information – gap tasks
3. Problem – solving tasks
4. Decision- making tasks
5. Opinion exchange tasks

18.  Selector and sequencer of tasks
 Preparing learning for task
 Consciouness-raising

19. The role of instructional materials
 Pedagogical materials
 Realia

20. Procedure
 Basic social survival transactions
 Face to face informal conversations
 Telephone conversations
 Interview on the campus
 Services encounters

21. Role - play
Pretask activities Task activities
Posttask activities

22. Language focus
Analysis
Practice

23. References
 Jack C Richards and Theodore S. Rodgers. Approaches
and Methods in Language Teaching second edition.
Cambridge university press.