The document discusses task-based language teaching (TBLT). It provides definitions of a task and TBLT, explaining that TBLT uses tasks to engage learners in meaningful communication. The principles of TBLT are outlined, noting that it creates contexts for language acquisition, focuses on form and meaning, and develops motivation. Different types of teaching activities are discussed, including listing, ordering, comparing, problem-solving and sharing experiences. Research examples on TBLT are also mentioned.

1. G R O U P 5
1 . P H I L I P H D A M A N I K
2 . S A R W A N H A M I D
3 . M R E Z A P A H L E V I
4 . M R I F K Y R A M A D H A N
5 . T R I F A D H I L A H A Y U
6 . T I R A M B R T A R I G A N
7 . S E K A R A Z Z A H R A
8 . S H I N T A A U L I A R
9 . C H I N T I A W A R D H A N I
1 0 . E L V I R A P U T R I A
1 1 . K A R I N A N A B I L A H

2. I. HISTORICAL BACKGROUND
II. DEFINITIONS
• What is atask?
• What isTaskBasedLanguageTeaching(TBLT)?
III. WHYDO WE USEATASK BASEDAPPROACH?
IV.PRINCIPLES OF TBLT
V.OBJECTIVES OF TBLT
VI. TYPESOF TEACHINGAND LEARNINGACTIVITIES
VII. RESEARCHEXAMPLES

3. • TBLT began in 1970 when scholars argued that language teaching
should teach grammar and meaning. This field extensively took Prabhu
as one of the first supporters of assignments when he began his
approach to teaching secondary school classes in Bangalore, India in
1970- an. Since that time, TBLT began to be widely recognized and
discussed in language and research teaching in Second Language
Acquisition (SLA).
• Some of its proponents believe that TBLT develops from
Communicative Language Teaching (CLT), TBLT shares the same
several principles with CLT. Though TBLTis argued to have originated from
CLT it has its own reasons from different philosophies and approaches toward
language instruction. Nowadays TBLTis a broad term, which involves not only
researchandteaching,but testingandcurriculumdesignin SLA.

4. A task is any activity that learners engagein to process of learning
language. (Williams and Burden, 1997:168)
An activity which required learners to arriveat an outcome from given
information throughsome process of thought and which allowed teachers
to control and regulate that process was regarded as a task. (Prabhu ,
1987:24)
Nowadays, the most commonly used and widely accepted definition of task is
that of languageactivityinwhichthereisafocusonmeaning.
Skehan (1998),putsforward key characteristics of a task:
 Atask is goal-directed.
 Atask has a primary focus on meaning.
 A task has a clear pedagogic relationship to real world language
needs.
 Atask has a clearly defined outcome.

5. TBLTis an approach which offers students opportunities to
actively engage in communication in order to achieve a goal or
complete a task.TBLT seeks to develop students’ interlanguage
through providing atask and then usinglanguageto solveit.
It was first developed by N. Prabhu inBangladore,
Southern India. Prabhu believedthat students may learn more
effectively whentheir minds are focused on the task, rather
thanon the language they are using.

6. •Taskscanbe easilyrelated to students’real-life languageneeds.
•Theycreate contexts that facilitate secondlanguageacquisition.
•Taskscreate opportunities for focusing onform.
•Students are more likely to develop intrinsic motivation in atask-
basedapproach.
•A task-based approach enables teachers to see if students are
developing the ability to communicate inanL2.
•There’s a lot of materials that we can use to teaching such as
books,newspaper,magazine,radio
programs,CDs,TV,internet,board,worksheets

7. 1. Making errors is natural and is considered as a part of the
processin acquiring the target language.
2. Exposure to comprehensible input is crucial.
3. Learning tasks facilitating learners to engage in interactions are
essential.
4. Learners need to be encouraged to produce the target language
as producing the target language facilitateslearning.
5. Although language production may be encouraged from the
early stage in the learning process, it is reasonable to allow a
silentperiod.
6. Focus on form is necessary.

8. 7. Second language teaching and learning pace should be made
reasonable for both learners with higher and lower aptitude.
8. Language learning tasks should be varied to cater for the needs for
both extrovert and introvert learners.
9. Learning tasks should encourage learners to attend to both meaning
and form and be varied in order to accommodate learners with
different learning strategy preferences.
10. Teaching and learning processes should foster motivation and
minimize learner anxiety.
11. The choice of teaching and learning tasks and content should be
based on learner age.
12. Learning tasks should arouse and maintain learners’ learning
motivation. (Priyana, 2006)

9.  to facilitate students’ language learning by engaging them in a variety of
tasksthat haveaclearoutcome. (Larsen-Freeman,2001: 156)
 togivelearnersconfidencein trying out whatever languagethey know,
 to givelearnersexperienceof spontaneousinteraction,
 to give learners the chanceto benefit from noticing how others express
similar meanings,
 to givelearnerschancesfor negotiating turns tospeak,(Willis, 1996: 35–6)
 to engage learners in using language purposefully and
cooperatively,
 to make learners participate in a complete interaction, not just one-off
sentences,
 to givelearnerschancesto tryout communication strategies,
 to develop learners’ confidence that they can achieve
communicative goals.(Willis, 1996:35–6)

10. 1. Listing Brainstorming, fact-finding
2. Ordering and sorting Sequencing,ranking, categorizing, Classifying
3. Comparing Matching, finding similarities,finding Differences
4. Problem solving Analyzing real or hypothetical situations, reasoning, and
decision making
5. Sharingpersonal experiences Narrating describing exploring, and explaining
attitudes, opinions, reactions
6. Creative tasks Brainstorming, fact-finding, ordering and sorting,
comparing,problem solvingand manyothers. (Willis,1996)

11. WillisandWillis(2007):
A good task not only generates interest and creates an acceptable degree of
challenge, but also generates opportunities for learners to experience and
activate asmuchlanguageaspossible"
Focus on language occurs when learners "pause their process for meaning and
switch to thinking about the languageitself"
Focuson form occurs when the teacher isolates a specific structure and explains
it outside the context of the communicative activity