Task-based language teaching (TBLT) involves using tasks as the core unit of planning and instruction. It focuses on providing students with opportunities to use language communicatively by engaging them in meaningful tasks. There are three main stages: pre-task, task, and post-task. The goal is for students to develop their interlanguage through problem-solving using the target language. TBLT emphasizes fluency, motivation, and a focus on meaning over form. However, it also risks lack of accuracy and not all students may be suited for this approach.

1. Task Based
Language
Teaching

2. TBLT was popularized by PRABHU while working in Bangalore, India; Prabhu
noticed that his students could learn language just as easily with a non-
linguistic problem as when they were concentrating on linguistic questions.
TBLT seeks to develop students’ interlanguage through providing a task and
then using language to solve it.
Task based language teaching is an approach which offers students
opportunities to actively engage in communication in order to achieve a
goal or complete a task.
DEFINITION

4. PRE-TASK
During this stage, which can take up a whole lesson if needed, the teacher introduces the
task to the students and gets them motivated to solve it. Once everyone is engaged, the
teacher should explain what is expected for the task. Verbal explanations can be
supported by an example from the teacher or by showing a previous student’s work. The
teacher then give further instructions if needed and offer advice on how to approach the
task.
TASK
This is the main stage of task-based learning, where students start working on the task,
usually in groups or pairs. This stage is done in the target language so that students feel
the need to use the language they want to learn in order to solve the task. The teacher
doesn’t usually join in the work process. Instead, he or she will monitor the students and
offer hints if students really need support.
REVIEW
Once the students have completed the task and have something to present, the review
stage, also known as the post-task, starts. It’s a good idea to let students evaluate each
other’s work and only offer a teacher review of frequently-made errors during the task.
Peer correction could be carried out in the form of comments, feedback discussions, or a
checklist with additional room for free commentary. The review stage offers students the
opportunity to reflect on their work and analyze it in order to improve their skills for the
future.

5. Background of TBLT
- Task-based language learning has its origins
in Communicative Language Teaching and
subcategory of it.
- Educators adopted task-based language
learning for a variety of reasons. Some moved
to task-based syllabus to make language in the
classroom truly communicative, rather than the
pseudo-communication that results from
classroom activities with no direct connection
to real-life situations.
- Others, like Prabhu in the Bangalore Project,
thought that tasks were a way of tapping into
learners' natural mechanisms for second-
language acquisition, and weren't concerned
with real-life communication

6. Characteristics
of TBLT
Students are
encouraged to
use language
creatively and
spontaneously
through tasks
and problem
solving
Students focus
on a
relationship
that is
comparable to
real world
activities
Assessment is
primarily
based on task
outcome
TBLT is
students-
centered

7. THEORY OF LEARNING
- Tasks provide both
the input and output
processing necessary
for language
acquisition.
- Task activity and
achievement are
motivational.
- Learning difficulty
can be negotiated and
fine-tuned for
particular pedagogical
purpose.

8. PRINCIPLES
- Making errors is natural and it’s considered as a
part of the process in acquiring the target language.
- Learners need to be encouraged to produce the
target language as producing the target language
facilitates learning.
- Language learning tasks should be varied to cater
for the needs for both extrovert (lively and confident
person) and introvert (the opposite) students
- Teaching and learning processes should boost
motivation and minimize the learner’s anxiety.

9. - The choice of teaching and learning
tasks and content should be based on
the learner’s age.
- Learning tasks should trigger and
maintain learners’ learning motivation.
- Second language teaching and
learning pace should be made
reasonable for both learners with
higher and lower aptitude.

10. Facilitate students’
language learning by
engaging them in a
variety of tasks that have
a clear outcome.
Give learners confidence
in trying out whatever
language they know.
Give learners experience
of spontaneous
interaction.
Engage learners in using
language purposefully
and cooperatively.
Make learners participate
in a complete
interaction, not just one-
off sentence (they need
to express a whole idea)
Give learners chances to
try out communication
strategies.
Give learners the chance
to benefit from noticing
how others express
similar meanings. OBJECTIVES

11. ROLES
LEARNER’S ROLE
- Group Participant: the learner has to be active and
participate in group conversations.
- Monitor: the learner has to observe and listen
carefully to what is said.
- Risk Taker and Innovator: the student needs to be
creative and share new ideas with the group.

12. ROLES
TEACHER’S ROLE
- Selector and Sequencer: the teacher has to manage
the group and select tasks.
- Preparing Learners For Tasks: explaining and let
them know what they are about to do.
- Consciousness Raising

13. Advantages of TBLT
- 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
grammar and vocabulary they know, rather
than just the target language of the lesson.
- TBLT helps students pay more attention for
the meaning.

14. - TBLT allows meaningful
communication.
- Students will be exposed to a
whole range of lexical phrases,
collocations and patterns as well as
language forms.
- It 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.

15. Disadvantages of TBLT
- There is no acquisition of new grammar or
vocabulary features.
- Not all students are motivated by TBLT.
- Some students need more guidance and will
not notice language forms or other elements of
accuracy.
- TBLT requires a high level of creativity and
initiative on the part of the task.

16. - Students typically translate and use a lot of
their L1 rather than the target language in
completing the tasks.
- There is a risk for learners to achieve fluency
at the expense of accuracy.
- Task based instruction is not teacher-centered
and it requires individual, group responsibility
and commitment on the part of students. If
students are lacking in these qualities, task-
based instruction may be difficult to
implement.

17. End of the TBLT