task based language teaching

1. Task Based Language
Teaching
Youssef El Fakir & Adil Ouaali

2. Here we talk about the theoretical side of
the approach.
Background
01.
Here we talk about the objectives of the
approach, the roles of the learner and the
teacher and finally the materials used.
Design
02.
Here we talk about what a TBLT
would look like.
Procedure
03.
Here we talk about the pros and cons of
the approach
Conclusions
04.
Table of Contents

3. Background
01
What is TBLT?

4. What is a task?
What do you think?

5. —Longman English Dictionary
1) “A piece of work that must be done,
especially one that is difficult or that must be
done regularly.”
2) “to give someone the responsibility for
doing something”

6. According to Williams and Burden in their
Psychology for Language Teachers: A Social
Constructivist Approach (1997: pp 168), “A task
is any activity that learners engage in the
process of learning a language.”

7. For Breen’s book Contemporary Paradigms in
Syllabus Design, a task is defined as a “range of
learning activities from the simple and brief
exercises to more complex and lengthy activities
such as group problem-solving or simulations
and decision-making.” (1987: pp 23)

8. While Prabhu in his Second Language
Pedagogy, he takes a task to mean “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. ” (1987: pp 24)

9. What is a Task Based Teaching?
What do you think?

10. Task Based Language Teaching (TBLT) is 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 a task and then using
language to solve it.
Task Based Learning

11. It was first developed 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 the language they are using.

12. On the other hand, using tasks for
teaching first appeared in the
vocational training practice of the
1950’s. Task focused here first derived
from training design concerns of the
military regarding new military
technologies and occupational
specialties of the period. Task analysis
initially focused on solo psychomotor
tasks for which little communication or
collaboration was involved.

13. What TBLT does?
TBLT makes the performance of meaningful tasks central to the learning
process.
Instead of a language structure or function to be learnt, students are
presented with a task they have to perform or a problem they have to
solve.

14. Some Concrete Examples of a Task
Preparing a meal Solving a problem
Talking on the
phone
Ordering food in a
cafe
Spot the difference
Designing a
brochure

15. TBLT constitutes a strong version of Communicative Language Teaching.
(Skehan, 2003b)
Teacher’s dominant authority turns into teacher’s guiding in TBLT;
because, teacher centered learning (PPP) becomes learner centered. And
can be seen as both a refinement of Communicative Language Teaching
(CLT) and a reaction to the use of PPP.
(Ellis, 2003: ix)
TBLT and CLT

16. Why TBLT?
 Tasks can be easily related to students’ real-life language needs.
 They create contexts that facilitate second language acquisition.
 Tasks create opportunities for focusing on form.
 Students are more likely to develop intrinsic motivation in a task-
based approach.
 A task-based approach enables teachers to see if students are
developing the ability to communicate in an L2.

17. TBLT Theory of Language
• Language is primarily a means of making meaning.
• Multiple models of language inform task based
instruction.
• Lexical units are central in language use and
language learning.
• “Conversation” is the central focus of language and
the keystone of language acquisition.
(Richards & Rodgers, 2001: 226-
229)

18. TBLT 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 purpose.
(Richards & Rodgers, 2001: 226-
228)

19. Principles of TBLT
• Making errors is natural and is considered as a part of the
process in acquiring the target language.
• Exposure to comprehensible input is crucial.
• Learning tasks facilitating learners to engage in interactions
are essential.

20. Principles of TBLT
• Learners need to be encouraged to produce the target
language as producing the target language facilitates learning.
• Although language production may be encouraged from the
early stage in the learning process, it is reasonable to allow a
silent period.
• Focus on form is necessary.

21. Principles of TBLT
• Second language teaching and learning pace should be made
reasonable for both learners with higher and lower aptitude.
• Language learning tasks should be varied to cater for the
needs for both extrovert and introvert learners.
• 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.

22. Principles of TBLT
• Teaching and learning processes should foster motivation and
minimize learner anxiety.
• The choice of teaching and learning tasks and content should
be based on learner age.
• Learning tasks should arouse and maintain learners’ learning
motivation.
(Priyana, 2006)

23. Design
02
What does TBLT look like?

24. Objectives
● To facilitate students’ language learning by engaging them in a
variety of tasks that have a clear outcome.
● to give learners confidence in trying out whatever language
they know,
● to give learners experience of spontaneous interaction,
● to give learners the chance to benefit from noticing how others
express similar meanings,
● to give learners chances for negotiating turns to speak,
● to engage learners in using language purposefully and
cooperatively,

25. Objectives
● To make learners participate in a complete interaction, not just
one-off sentences,
● to give learners chances to try out communication strategies,
● to develop learners’ confidence that they can achieve
communicative goals.

26. Conclusions
Here you can talk
about the conclusions
Conclusion A
Here you can talk
about the conclusions
Conclusion B
Here you can talk
about the conclusions
Conclusion C
Here you can talk
about the conclusions
Conclusion D

27. ● AUTHOR (YEAR): Title of the publication. Publisher
● AUTHOR (YEAR): Title of the publication. Publisher
● AUTHOR (YEAR): Title of the publication. Publisher
● AUTHOR (YEAR): Title of the publication. Publisher
● AUTHOR (YEAR): Title of the publication. Publisher
● AUTHOR (YEAR): Title of the publication. Publisher
Bibliographic References