Erasmus+ presentation task-based learning (tbl)

1. Task-based learning (TBL)
Aleksandar Kolev
Project № 2014-1-BG01-KA-101-000750

2. Overview
• A form of Communicative language teaching
(with its stress on real-life communication)
• Use of authentic (not “classroom”) language
• Students perform meaningful tasks using the
target language
• Assessment based on task outcome, not
language accuracy
• Great for developing students’ fluency and
confidence

3. What is a task?
“An activity which requires learners to arrive
at an outcome from given information
through a process of thought, and which
allows teachers to control and regulate the
process, is regarded as a ‘task’.”
Prabhu (1987), Second Language Pedagogy, OUP

4. Main characteristics of a task
• Focus on meaning
• Some type of gap
• Students freely choose what language
resources to use
• Focus on interaction
• A clearly defined non-linguistic outcome

5. Types of task
• Information gap
Example: completing a table with info from a text
• Reasoning gap
Example: solving a problem, deciding on a best course of action
• Opinion gap
Example: discussions of personal preferences or on social
problems

6. Lesson stages
• Pre-task
Introduction of the problem, clear instructions.
The teacher may pre-teach key vocabulary and grammatical
constructions, but that is optional.
• Task
Students complete the task, usually in small groups. The teacher
observes and encourages the discussion but does not dominate it
• Review
Typically, a student from each group present the results.
There is a general discussion and feedback from the teacher,
who could moderate the discussion

7. Advantages of TBL
• A more student-oriented approach
• Students use the language freely and communicate a
lot with other students. An emphasis on productive
skills.
• The use of real-life non-linguistic tasks stimulates
student interest and motivation. Non-traditional
classroom atmosphere.
• The stress is on fluency, rather than accuracy. This
makes TBL a great way to develop student fluency
and confidence.
• May teach extra-linguistic (e.g. cultural) skills.
• Could easily be used alongside other approaches.

8. Problems with TBL
• With large classes, there could be problems with
discipline and noise. On the other hand, though,
TBL could be an appropriate way to deal with
such problems that exist anyway.
• Requires a relatively high degree of motivation on
the part of the students. At the same time, TBL
itself can stimulate student interest and
motivation
• There is a danger of “fossilization” of mistakes,
because of the stress on fluency and not on
accuracy

9. A related approach:
Content and language integrated learning (CLIL)
• Basically, teaching a (non-linguistic) subject in a
foreign language—thus teaching both the subject
and the language.
• Saves time, as the students study and use the
language at the same time. Boosts motivation
and confidence. Provides a way of language
learning different from traditional classroom
language instruction—and one that could be
better suited to the needs and preferences of
some students.

10. A sample TBL lesson
After a brief introduction, the teacher divides the
class into groups and asks the question “Which is
colder, the North Pole or the South Pole?” Then the
teacher provides each group with a text or texts
containing clues that could help the students answer
the question. The students read and discuss the texts
in each group. A student from each group presents
and justifies the answer favored by that group. The
teacher facilitates the discussion and offers feedback.