The document compares three approaches to language teaching: grammar-translation, communicative language teaching (CLT), and task-based language teaching (TBLT). Grammar-translation focuses on carefully teaching grammatical rules, CLT emphasizes meaningful communication, and TBLT involves participation in goal-oriented activities. The approaches differ in their activities, teaching methods, treatment of grammar, selection of topics, and development of learner competencies.

1. Master MEEF, November 2014
Task-based language
teaching
Shona Whyte

2. ❖ grammar-translation
❖ communicative language teaching (CLT)
❖ task-based language teaching (TBLT)
Different approaches to teaching

3. ❖ activities: what do we do in class?
❖ method: how do we decide what to teach?
❖ grammar: what role is given to grammar?
❖ topics: what type of content is selected?
❖ competences: what should learners be able to do?
Different aspects of language teaching

4. Grammar-translation CLT TBLT
activities
carefully sequenced
presentation of grammatical
rules to develop declarative
knowledge (ability to recite
definitions and rules)
focus on the development of
procedural knowledge (ability
to participate in interaction
and interpret and negotiate
meaning)
focus on participation in
cognitively challenging, goal-
oriented activities involving active
collaboration with other learners
method
contrastive analysis (close
comparison) of native and
second language features
(grammar, vocabulary,
pronunciation)
exposure to a wide range of
authentic samples of the target
language, selected for
meaning rather than for
exemplars of a particular
grammatical structure
exposure to a wide range of
authentic samples of the target
language, selected for their
relevance to a specific learning task
grammar
prioritisation of grammar
rules and vocabulary over
meaning, often involving
techniques such as drilling
and memorisation of
decontextualised language
patterns
prioritisation of meaningful
communication and
interaction over drilling and
memorisation of grammar and
vocabulary
feedback on language production
which encourages reflection on
target language forms and
discrepancies with learner
production
topics
focus on reading and writing
in the target language,
including the analysis of
literary and other culturally
marked texts.
selection of teaching and
learning topics and activities
based on learners’ needs and
interests rather than on the
target language culture.
selection of teaching and learning
topics and activities based on real-
world tasks learners are likely to
engage in rather than in relation to
target language cultures.
competences
use of translation to verify
linguistic competence:
comprehension and mastery
of grammar and vocabulary
participation in speaking and
listening activities as well as
reading and writing in order
to develop sociolinguistic and
strategic competence
participation in activities involving
the noticing of linguistic form
(grammar, vocabulary,
pronunciation) as well as the
negotiation of meaning;
subordination of language skills
(e.g., reading, speaking) to the task

5. Grammar-translation CLT TBLT
activities
carefully sequenced
presentation of
grammatical rules to
develop declarative
knowledge (ability to
recite definitions and
rules)
focus on the
development of
procedural knowledge
(ability to participate
in interaction and
interpret and negotiate
meaning)
focus on participation in
cognitively challenging,
goal-oriented activities
involving active
collaboration with other
learners
method
contrastive analysis
(close comparison) of
native and second
language features
(grammar, vocabulary,
pronunciation)
exposure to a wide
range of authentic
samples of the target
language, selected for
meaning rather than
for exemplars of a
particular grammatical
structure
exposure to a wide range
of authentic samples of the
target language, selected
for their relevance to a
specific learning task

6. Grammar-translation CLT TBLT
activities
carefully sequenced
presentation of
grammatical rules to
develop declarative
knowledge (ability to
recite definitions and
rules)
focus on the
development of
procedural knowledge
(ability to participate
in interaction and
interpret and negotiate
meaning)
focus on participation in
cognitively challenging,
goal-oriented activities
involving active
collaboration with other
learners
method
contrastive analysis
(close comparison) of
native and second
language features
(grammar, vocabulary,
pronunciation)
exposure to a wide
range of authentic
samples of the target
language, selected for
meaning rather than
for exemplars of a
particular grammatical
structure
exposure to a wide range
of authentic samples of the
target language, selected
for their relevance to a
specific learning task

7. Grammar-translation CLT TBLT
activities
carefully sequenced
presentation of
grammatical rules to
develop declarative
knowledge (ability to
recite definitions and
rules)
focus on the
development of
procedural knowledge
(ability to participate
in interaction and
interpret and negotiate
meaning)
focus on participation in
cognitively challenging,
goal-oriented activities
involving active
collaboration with other
learners
method
contrastive analysis
(close comparison) of
native and second
language features
(grammar, vocabulary,
pronunciation)
exposure to a wide
range of authentic
samples of the target
language, selected for
meaning rather than
for exemplars of a
particular grammatical
structure
exposure to a wide range
of authentic samples of the
target language, selected
for their relevance to a
specific learning task

8. Grammar-translation CLT TBLT
activities
carefully sequenced
presentation of
grammatical rules to
develop declarative
knowledge (ability to
recite definitions and
rules)
focus on the
development of
procedural knowledge
(ability to participate
in interaction and
interpret and negotiate
meaning)
focus on participation in
cognitively challenging,
goal-oriented activities
involving active
collaboration with other
learners
method
contrastive analysis
(close comparison) of
native and second
language features
(grammar, vocabulary,
pronunciation)
exposure to a wide
range of authentic
samples of the target
language, selected for
meaning rather than
for exemplars of a
particular grammatical
structure
exposure to a wide range
of authentic samples of the
target language, selected
for their relevance to a
specific learning task

9. Grammar-translation CLT TBLT
grammar
prioritisation of grammar
rules and vocabulary over
meaning, often involving
techniques such as
drilling and memorisation
of decontextualised
language patterns
prioritisation of
meaningful
communication and
interaction over
drilling and
memorisation of
grammar and
vocabulary
feedback on language
production which
encourages reflection on
target language forms
and discrepancies with
learner production
topics
focus on reading and
writing in the target
language, including the
analysis of literary and
other culturally marked
texts.
selection of teaching
and learning topics
and activities based
on learners’ needs
and interests rather
than on the target
language culture.
selection of teaching and
learning topics and
activities based on real-
world tasks learners are
likely to engage in rather
than in relation to target
language cultures.

10. Grammar-translation CLT TBLT
grammar
prioritisation of grammar
rules and vocabulary over
meaning, often involving
techniques such as
drilling and memorisation
of decontextualised
language patterns
prioritisation of
meaningful
communication and
interaction over
drilling and
memorisation of
grammar and
vocabulary
feedback on language
production which
encourages reflection on
target language forms
and discrepancies with
learner production
topics
focus on reading and
writing in the target
language, including the
analysis of literary and
other culturally marked
texts.
selection of teaching
and learning topics
and activities based
on learners’ needs
and interests rather
than on the target
language culture.
selection of teaching and
learning topics and
activities based on real-
world tasks learners are
likely to engage in rather
than in relation to target
language cultures.

11. Grammar-translation CLT TBLT
grammar
prioritisation of grammar
rules and vocabulary over
meaning, often involving
techniques such as
drilling and memorisation
of decontextualised
language patterns
prioritisation of
meaningful
communication and
interaction over
drilling and
memorisation of
grammar and
vocabulary
feedback on language
production which
encourages reflection on
target language forms
and discrepancies with
learner production
topics
focus on reading and
writing in the target
language, including the
analysis of literary and
other culturally marked
texts.
selection of teaching
and learning topics
and activities based
on learners’ needs
and interests rather
than on the target
language culture.
selection of teaching and
learning topics and
activities based on real-
world tasks learners are
likely to engage in rather
than in relation to target
language cultures.

12. Grammar-translation CLT TBLT
grammar
prioritisation of grammar
rules and vocabulary over
meaning, often involving
techniques such as
drilling and memorisation
of decontextualised
language patterns
prioritisation of
meaningful
communication and
interaction over
drilling and
memorisation of
grammar and
vocabulary
feedback on language
production which
encourages reflection on
target language forms
and discrepancies with
learner production
topics
focus on reading and
writing in the target
language, including the
analysis of literary and
other culturally marked
texts.
selection of teaching
and learning topics
and activities based
on learners’ needs
and interests rather
than on the target
language culture.
selection of teaching and
learning topics and
activities based on real-
world tasks learners are
likely to engage in rather
than in relation to target
language cultures.

13. Grammar-translation CLT TBLT
competences
use of translation
to verify linguistic
competence:
comprehension
and mastery of
grammar and
vocabulary
participation in
speaking and
listening activities
as well as reading
and writing in
order to develop
sociolinguistic and
strategic
competence
participation in
activities involving
the noticing of
linguistic form
(grammar,
vocabulary,
pronunciation) as
well as the
negotiation of
meaning;
subordination of
language skills (e.g.,
reading, speaking) to
the task

14. Grammar-translation CLT TBLT
competences
use of translation
to verify linguistic
competence:
comprehension
and mastery of
grammar and
vocabulary
participation in
speaking and
listening activities
as well as reading
and writing in
order to develop
sociolinguistic and
strategic
competence
participation in
activities involving
the noticing of
linguistic form
(grammar,
vocabulary,
pronunciation) as
well as the
negotiation of
meaning;
subordination of
language skills (e.g.,
reading, speaking) to
the task

15. Grammar-translation CLT TBLT
competences
use of translation
to verify linguistic
competence:
comprehension
and mastery of
grammar and
vocabulary
participation in
speaking and
listening activities
as well as reading
and writing in
order to develop
sociolinguistic and
strategic
competence
participation in
activities involving
the noticing of
linguistic form
(grammar,
vocabulary,
pronunciation) as
well as the
negotiation of
meaning;
subordination of
language skills (e.g.,
reading, speaking) to
the task

16. Grammar-translation CLT TBLT
competences
use of translation
to verify linguistic
competence:
comprehension
and mastery of
grammar and
vocabulary
participation in
speaking and
listening activities
as well as reading
and writing in
order to develop
sociolinguistic and
strategic
competence
participation in
activities involving
the noticing of
linguistic form
(grammar,
vocabulary,
pronunciation) as
well as the
negotiation of
meaning;
subordination of
language skills (e.g.,
reading, speaking) to
the task

17. Grammar-translation CLT TBLT
activities
carefully sequenced
presentation of grammatical
rules to develop declarative
knowledge (ability to recite
definitions and rules)
focus on the development of
procedural knowledge (ability
to participate in interaction
and interpret and negotiate
meaning)
focus on participation in
cognitively challenging, goal-
oriented activities involving active
collaboration with other learners
method
contrastive analysis (close
comparison) of native and
second language features
(grammar, vocabulary,
pronunciation)
exposure to a wide range of
authentic samples of the target
language, selected for
meaning rather than for
exemplars of a particular
grammatical structure
exposure to a wide range of
authentic samples of the target
language, selected for their
relevance to a specific learning task
grammar
prioritisation of grammar
rules and vocabulary over
meaning, often involving
techniques such as drilling
and memorisation of
decontextualised language
patterns
prioritisation of meaningful
communication and
interaction over drilling and
memorisation of grammar and
vocabulary
feedback on language production
which encourages reflection on
target language forms and
discrepancies with learner
production
topics
focus on reading and writing
in the target language,
including the analysis of
literary and other culturally
marked texts.
selection of teaching and
learning topics and activities
based on learners’ needs and
interests rather than on the
target language culture.
selection of teaching and learning
topics and activities based on real-
world tasks learners are likely to
engage in rather than in relation to
target language cultures.
competences
use of translation to verify
linguistic competence:
comprehension and mastery
of grammar and vocabulary
participation in speaking and
listening activities as well as
reading and writing in order
to develop sociolinguistic and
strategic competence
participation in activities involving
the noticing of linguistic form
(grammar, vocabulary,
pronunciation) as well as the
negotiation of meaning;
subordination of language skills
(e.g., reading, speaking) to the task

18. ❖ grammar-translation doesn’t produce learners who can
use the target language spontaneously in
communication
❖ communicative language teaching (CLT) produces
learners who are fluent but not accurate users of the
target language
❖ task-based language teaching (TBLT) offers better
prospects for producing fluent and accurate users of the
target language
Second research shows:

19. Task-based language
teaching
Rod Ellis
❖ tasks involve a plan for learning
activity
❖ they have a primary focus on
making meaning
❖ they engage with real-world
authentic language use
❖ they focus on any or all of the four
language skills
❖ they engage learners in cognitive
skills in order to accomplish them
❖ they have a defined communication-
based learning outcome

20. a task is an activity which requires learners to use
language, with emphasis on meaning, to attain an
objective
(Bygate, Skehan, & Swain, 2001, p.11)
Definitions

21. a task is a workplan that requires learners to
process language pragmatically in order to achieve
an outcome that can be evaluated in terms of
whether the correct or appropriate propositional
content has been conveyed.
(Ellis, 2003)
Definitions

22. an activity in which people engage to attain an
objective, and which involves the meaningful use
of language
(Van den Branden, Van Gorp, & Verhelst (2007)
Definitions

23. view TBLT as a continuum, stretching from
concerns with the design and adoption of tasks in
classroom practice, to the development of task-
based language syllabi and curricula
(Thomas and Reinders, 2010)
Definitions

24. Teacher and learner roles
❖ teacher must “respond spontaneously to the learner’s
unpredictable “in-flight” linguistic needs” (Thornbury,
1998, p. 112)
❖ the role of the teacher is to react to whatever language
emerges as important, and then help learners address
the gap which has been noted (Skehan, 2003b, p. 10)

25. Teacher and learner roles
❖ task-based teaching calls for the classroom participants
to forget where they are and why they are there and to
act in the belief that they can learn the language
indirectly through communicating in it rather than
directly through studying it (Ellis, 2006)

26. Teacher and learner roles
❖ “The teacher has to be ready to provide the
unpredictable help that will be required. This
presupposes a broader type of readiness for almost
anything to occur, compared to the more comfortable
ability to prepare for the pre-ordained structure-of-the-
day. Small wonder, then, that many teachers shy away
from this approach.”
(Skehan, 2003, p. 11)

27. Examples
❖ English teaching activity
stereotypes in fairy tales
❖ Spanish teaching activity
"Me gustas tú" de Manu Chao
❖ German teaching activity
Virtual Christmas cards
❖ Spanish teaching activity
Christmas
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