Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.

1. TASK BASED
LANGUAGE
TEACHING

2. -Procedure
-Conclusion
Advantages of TBLT
Disadvantages of TBLT
Criticism
Conclusion

3. OUTLINE
- Background Information
- Approach
Theory of Language
Theory of Learning
Principles

4. Background ;
What is task?
Task: a piece of work to be done, esp. one done
regularly, unwillingly, or with difficulty. (Cambridge
Dictionary)

6. An activity which required learners to arrive
at an outcome from given information through
some process of thought and which allowed
teachers to control and regulate that process
was regarded as a task. (Prabhu, 1987:24)

7. -What is task based language teaching?
Task-based language learning (TBLL), also
known as task-based language teaching
(TBLT) or task-based instruction (TBI) focuses on
the use of authentic language and on asking
students to do meaningful tasks using the
target language.

9. -Historical background

first appeared in the vocational training
practices of the 1950s.

popularized by N. Prabhu in Bangalore,
Southern India.

10. 
Task analysis initially focused on solo
psychomotor tasks for which little
communication or collaboration was
involved.

11. -Why do we use tasks?

They create contexts that facilitate second
language acquisition.

Students learn by interacting.

A task-based instruction enables teachers
to see if students are developing the ability to
communicate in an L2, rather than product.

Tasks can be easily related to students‟ real
life language needs.

12. Examples;
Preparing a meal
Solving a problem
Designing a brochure
Compiling qualities of a friend

14. Approach;
Theory of Language

Language is a primarily a means of making
meaning.

Multiple models of language inform TBLT.

Lexical units are central in language use and
language learning.

“Conversation”
is
the
central
focus
of
language and the keystone of language
acquisition.

15. 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
purposes.

16. Principles

Making errors is natural and is considered as
a part of the process in acquiring the target
language.

Learning tasks facilitating learners to engage
in interactions are essential.

Learners need to be encouraged to produce
the target language.

17. 
Teachers ensure that activities are
interconnected and organized with clearly
specified objectives and promote the desire to
learn.

Teaching and learning processes should foster
motivation and minimize learner anxiety.

The choice of tasks and content should be
based on learner‟s age.

18. -DESIGN
*goals in TBLT are ideally to be determined by
the specific needs of particular learners.
“Selection of tasks should be based on a careful
analysis of the real-world needs of learners.”
(Crookes 1993).

19. Syllabus:
TBL is more concern with the process of
learning rather than with specific content
and skills that might be acquired through
the use of this process.

20. D. Nunan (1989) suggests that a syllabus might
specify two types of tasks:
I. Real-world tasks designed to practice or
rehearse those tasks that are found to be
important in a needs analysis and turn out to
be important and useful in the real world.
II.
Pedagogic
tasks,
which
have
a
psycholinguistic basis but do not necessarily,
reflect real-world tasks.

21. Types of Learning and
Teaching Activities:

25. Learner Roles:
Group Participant: Many tasks will be done in
pairs or in small groups.
Monitor: students have the opportunity to
notice
how
language
is
used
in
communication.

27. Risk Taker and Innovator:
Many tasks will require learners to create and
interpret messages for which they lack full
linguistic resources and prior experience.
The skills of guessing from linguistic and
contextual clues, asking for clarification and
consulting with other learners may also need to
be developed.

28. Teacher Roles:
Selector and Sequencer of Tasks:
a central role of the teacher is in selecting,
adapting and/or creating the tasks themselves
and then forming these into an instructional
sequence
in keeping with learner needs, interests and
language skill level.

29. Prepare Learners for Tasks: activities
might include topic introduction,
clarifying task instructions, recall students
useful words and phrases to facilitate
task accomplishment and providing
partial demonstration of task
procedures.

30. The Role of Instructional Materials:
Some of them may require considerable time
ingenuity, and resources to develop.
Materials that can be exploited for instruction in
TBLT are limited only by the imagination of the
task designer.
Realia: the use of authentic tasks supported by
authentic materials wherever possible.

31. Procedure

32. Conclusion;
Advantages of TBLT
 applicable and suitable for students of all
ages and backgrounds.
 the strongest instruction of Communicative
Language Teaching.
 effective because it uses all the skills.
 Students
are free to use whatever
vocabulary and grammar they know, rather
than just the target language of the lesson.

33. helps students pay close attention to
the relationship between form and
meaning.
 Students will be exposed to a whole
range of lexical phrases, collocations
and patterns as well as language
forms.
 encourages students to be more
ambitious in the language.


34. Disadvantages of TBLT





requires a high level of creativity and initiative on
the part of the task.
requires resources beyond the textbooks and
related materials usually found in language
classrooms.
It is not teacher-centered and it requires individual
and group responsibility.
There is a risk for learners to achieve fluency at the
expense of accuracy.
The role of instruction is variable and unclear,
grading is difficult, and they do not fit well with an
exam context.

35. Criticism

36. 



Swan states that it is flexible and not a
continuous method.
lack of a systematic grammatical or the
type of syllabus that characterizes current
version of TBLT.
significantly less effective for systematic
teaching of new language.
The elicited performances may depend
on abilities or knowledge rather than
language itself.

37. Conclusion




Task-based teaching offers the opportunity for
„natural‟ learning inside the classroom.
encourages child-centered learning.
helps learners develop individual differences
and support learning autonomy.
helps
learners
use
language
in
a
communicative process through authentic
experience while engaging the target
language.

39. http://www.slideshare.net/hulyagulek1993/taskbased-language-teaching-tblt
http://www.slideshare.net/NickoroEN48/tbi-complete2
http://tr.scribd.com/doc/19445226/Task-BasedLanguage-Teaching
Richards, J. C. & Rodgers, T. S. (2001) Approaches
Methods in Language Teaching (Second Edition)
Cambridge: Cambridge University Press
Diane Larsen-Freeman, (2000) Techniques and
Principles in Language Teaching (Second Edition)
Oxford: Oxford University Press

40. Helin AKİN
Tuğçe ASLAN
Fatoş AKBABA