The document discusses the task-based learning (TBL) approach, highlighting its effectiveness in language acquisition by focusing on tasks with communicative purposes. It outlines the phases of task-based language learning, including pre-task, task cycle, and post-task stages, emphasizing student engagement and practical application of language. The approach fosters intrinsic motivation, connects to real-life applications, and allows for dynamic language study based on students' needs.

1. Task Based Learning
Approach (TBL)
Presenters: Shelby McNeil
Deon Harris
Nakay – Ann Douglas

2. Discuss the features associated with the task
based approach to language learning and
demonstrate how the language teacher can
effectively utilize this theory in the Jamaican
classroom.

3. What is a task?
 Willis (1996) argues that a task is “[an activity] where the
target language is used by the learner for a communicative
purpose (goal) in order to achieve an outcome” (p. 23).
 Task, based on Estaire and Zanon (1994) can be
distinguished between two main categories consequently
communication task and enabling task. (pp. 13-20)
 Nunan (2004) made a distinction between target tasks, and
pedagogical tasks.

4. Task Based Approach
 The Task-Based approach was first developed in 1987
by N. Prabhu in Bangladore, Southern India. Prabhu
believed that students may learn more effectively
when their minds are focused on the task , rather than
on language they are using ((Prabhu, 1987; as cited in
Littlewood, 2004).

5. Tasks have a specific objective that must be
achieved in a given time.
The focus of a task is primarily on pragmatic
meaning and any focus on form, i.e. grammar,
vocabulary, lexis, etc
Tasks tend to be addressed according to issues
that emerge during participation in the task
itself.

6. The topics discussed in task-based
environments are generally topics of
general interest to the learner.
Tasks may be complex, for example,
creating a school newspaper or easier
such as making a hotel reservation
(Lightbrown and Spada, 1999).

7. Task Based
Language
Learning
(TBLL)

8. Task based language learning is a relatively
new approach to second language
acquisition. It requires learners to complete
meaningful, real-world tasks.
 Willis (1996) argues that Task Based
Learning (TBL) combines communicative
language use with a focus on language
form.

9. According to Willis (2001) (as cited by
Walsh, S. (n.d), TBLL views language as
the ‘driving force in language learning’
(p.175). Put differently, while the learning
process evolves around tasks, it is the
language which remains as the focal point
of study.

10. Features of the Task
Based Language
Learning Approach
(TBLL)

11. Willis (1996) believes that there are
three phases are concerned with the
Task based approach to language
learning.

12. Framework of TBL
Pre-task
Task Cycle
Post-task

13. 1. Pre – task
This is where activities are suggested by
the teacher. It also serves as an
introduction to the topic and task.
Students task notes of useful information
such as the time for the completion of the
activity.

14. In a task-based lesson, the teacher does
not pre-determine what language will be
studied. The lesson is based around the
completion of a central task, and the
language studied is determined
simultaneously as the students complete
the task.

15. Task Cycle
 Students are expected to produce natural
language, enhance fluency and confidence.
 Willis and Skehan (as cited by Rozati, n.d)
emphasized on grammatical accuracy during the
time tasks are being performed, because during
task performance the learners consider meaning
and neglect grammatical correction.

16. a. Task – The students complete a task in
pairs or groups using the language
resources that they have as the teacher
monitors and offers encouragement.

17. According to Willis, (1996, pp 26-28), there
are six main types of task:
 1. Listing
 2. Ordering and sorting
 3. Comparing
 4. Problem solving
 5. Sharing personal experiences
 6. Creative tasks

18. Planning
Having completed the task, students
prepare a short oral or written report
to tell the class what happened during
their task and on the outcome.

19. Report
Students then report back to the class
orally or read the written report.
The teacher chooses the order of when
students will present their reports and
may give the students some quick
feedback on the content.

20. Optional Post Task Listening
This phase allows students to listen to
native speakers do the same task and to
compare the language.

21. 3. Post task/Language Focus Stage
This is the stage for ‘language focus
activities’ where the learners focus on
form and ask questions about language
features.

22. Practice Phase
Teacher selects language areas to practice
based upon the needs of the students and what
emerged from the task and report phases.
The students then do practice activities to
increase their confidence and make a note of
useful language.

24. Let’s watch and
see!

25. Why do Task Based Approach
to Language Learning?
Tasks can be easily related to student’s real
life language needs.
Tasks create contexts that facilitate second
language acquisition.
Tasks create opportunities for focusing on
form.

26. Students are more likely to develop
intrinsic motivation in a task based
approach.
It enables teachers to see if students are
developing the ability to communicate
using the second language.

27. Features of TBL Graphic Represention

28. LET’S RECAP
1. What is task?
2. What is the Task based approach to language
learning?
3. List the features of the task based approach.
4. Explain the three essential features of the
TBLL approach.

29. An example of the Task
Based Approach in the
Classroom

30. The End
Thank you for your
participation!

31. References
Basquile, A. (n.d).Task based learning.
Ellis, R. (2007). Task based language learning. Retrieved from http://blog.matbury.com/resources/english-language-learners-blog-
project/task-based- language-learning/#Professor_Rod_Ellis_on_Task_Based_Language_Learning_2007
Littlewood, W. (2004). The task based approach: some questions and suggestions. ELT Journal (vol.58) (4). Oxford University Press
Nunan, D. (2004) Task based language teaching. University of Hong Kong. Retrieved from
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/task- based%20language%20teaching.pdf
Rozati, M.S. (2004). Theory and Practice in Language Studies, Vol. 4, No. 6, pp. 1273-1278. ACADEMY PUBLISHER Manufactured
in Finland. Retrieved from http://ojs.academypublisher.com/index.php/tpls/article/download/tpls040612731278/9421
Task based learning, (1998). Tasked based learning.
Thanh, L.N & Huan, N.B, (n.d) Task-based learning. Vinh Long Community College: Vietnam. Retrieved from
http://www.camtesol.org/Download/L EiA_Vol3_Iss1_2012/LEiA_V3_I1_10_Thanh_Huan_Task_Based_Language
_Learning_and_Student_Motivation_in_Vocabulary_Acquisition.pdf
Walsh , S. (n.d). Celtic, regional and minority languages: a task-based approach to language learning (TBLL)