Task based language teching

1. TASK-BASED LANGUAGE TEACHING
Language Teaching Approaches and Methods
Designed by
M.Victoria Saavedra, Rodrigo Miño, Ma tias Hertuszezak, Mara Lopez , Valeria Walpole, Gerardo Diap

2. TASK-BASED LENGUAJE TEACHING
 It focuses on the use of authentic language and
on asking students to do meaningful tasks using
the target language.
 It refers to an approach based on the use of
tasks as the core unit of planning and instruction
in language teaching
 It is presented as a logical development of
communicative Language Teaching.

3. THE KEY ASSUMPTIONS OF TASK-BASED INSTRUCTION ARE:
 Focus on process rather than product;
 Purposeful activities with emphasis in communication and
meaning;
 Learners learn language by interacting communicative learning
and purposefully;
 Activities and tasks can be either:
o Those that learners might need to achieve in real life and those that
have a pedagogical purpose;
 Activities and tasks of a task-based syllabus are sequenced
according to difficulty.

4. Learning by doing…
TBLT proposes the notion of ‘task’ as a central unit of planning and
teaching, it means ‘task’ is an activity or goal that is carried out
using language.
Nunan (1989:10) says the communicative task is a piece of classroom work which
involves learners in Comprehending;
Manipulating;
Producing;
Interacting

5. Task Analysis and Instructional Design initially dealt with solo job
performance on a manual task, attention then turned to team tasks.
There are four categories of team performance function:
 Orientation Functions;
 Organizational Functions;
 Adaptation Functions;
 Motivational Functions.

6. TBL Approaches
Theory of
language
Theory of
learning

7. DESIGN
Objetives:
Goals are to be determined by the specific
need of particular learners

8. THE SYLLABUS
Conventional Language
Syllabus
It specifies the content of a
course among some
categories.
 Task based Syllabus
 It specifies the tasks that
 should be carried out by
 learners within a program

9. Task classification
Pica, Kanagy and Falodun (1993):
 Jigsaw tasks
 Information-gap tasks
 Problem-solving tasks
 Decision-making tasks
 Opinion exchange tasks

10. Other characteristics of tasks
• One-way or two-way
• Convergent or divergent
• Collaborative or competitive
• Single or multiple outcomes
• Concrete or abstract language
• Simple or complex processing
• Simple or complex language
• Reality-based or not realitybased

11. LERNER ROLES
 Group participant
 Monitor
 Risk-taker and Innovator

12. TEACHER ROLES
 Selector and sequencer of tasks
 Preparing learners for tasks
 Consciousness-Raising

13. PROCEDURE – IN PRACTICE
 Pretask
 Task
 Planning
 Report
 Posttask

14. Pretask
Is the introduction to the topic and the task. The teacher helps
the students to understand the theme and objectives of the
task.
Activities
Brainstorming ideas, mime, personal experience, read the text,
think vocabulary, etc.

15. Task
Is done by the students. The teacher walks monitoring and encouraging them.
Planning
In this stage the students prepares the next step (Report). They make a draft of
what they want to say or write.

16. Report
The teacher ask the students to report to the whole class what they did in the task.
Post task listening
The students listen to a recording of fluent speakers doing the same task, and
compare the ways in which they did the task themselves.

17. VIDEOS RECOMENDADOS
https://www.youtube.com/watch?v=BJYbkDK3T-k
Jack C. Richards on Task Based Language Learning
https://www.youtube.com/watch?v=59XMhMO0FMU&t=3s
Demo: Task-Based Learning - International TEFL Academy