Task-based language teaching (TBLT) focuses on using authentic language through meaningful tasks. TBLT originated from Communicative Language Teaching and was popularized by N. Prabhu who aimed to make classroom language more communicative through task-based syllabi. According to Rod Ellis, a task involves pragmatic meaning, has a gap such as information, reasoning, or opinion, allows participants to choose necessary language, and has a clear non-linguistic outcome. N.S. Prabhu identified three main task categories - information-gap, reasoning-gap, and opinion-gap.

2.  Task-based language
teaching (TBLT), also known
as task-based instruction (TBI),
focuses on the use of authentic
language and on asking students to
do meaningful tasks using the target
language.

3.  TBLT can be considered a branch
of Communicative Language
Teaching (CLT).
 Task-based language learning has its origins
in Communicative Language Teaching.
 TBLT was popularized by N. Prabhu.
 Task-based syllabus in an attempt to make
language in the classroom truly
communicative.

5.  According to Rod Ellis, a task has four main
characteristics:
 A task involves a primary focus on (pragmatic)
meaning.
 A task has some kind of ‘gap’ (Prabhu identified
the three main types as information gap,
reasoning gap, and opinion gap).
 The participants choose the linguistic resources
needed to complete the task.
 A task has a clearly defined, non-linguistic
outcome.

6.  According to N. S. Prabhu, there are three
main categories of task:
 Information-gap
 Reasoning-gap
 Opinion-gap

7.  A transfer of given information from one person
to another – or from one form to another, or
from one place to another .
 Decoding or encoding of information from or
into language.
 For e.g.: Completing a tabular representation
with information available in a given piece of
text. The activity often involves selection of
relevant information as well, and learners may
have to meet criteria of completeness and
correctness in making the transfer.

8.  Deriving some new information from given
information through processes of inference,
deduction, practical reasoning, or a
perception of relationships or patterns.
 One example is working out a teacher's
timetable on the basis of given class
timetables.

9.  It involves identifying and articulating a
personal preference, feeling, or attitude in
response to a given situation.
 For e.g.: Story completion; another is taking
part in the discussion of a social issue.
 The activity may involve using factual
information and formulating arguments to
justify one's opinion.