The document discusses task-based language teaching (TBLT). It defines TBLT as an approach that integrates the four language skills through meaningful, practical tasks. These tasks engage learners in authentic language use to develop communicative competence. The document outlines benefits of TBLT like allowing student freedom and a natural context. It defines tasks and characteristics like student-centeredness and creative language use. Frameworks for analyzing tasks and checklists for evaluating tasks are also presented.

1. Tasks
NAARY CORRAL
ABIGAIL GUERRERO
KARELY SANCHEZ
KARINA SANCHEZ

2. Task-Based Language Teaching
 The aim of TBLT is to integrate all four skills and to
provide opportunities for the learners to experiment
with and explore both spoken and written language
through learning activities which are designed to
engage learners in the authentic, practical and
functional use of language for meaningful purposes,
to cultivate the learners’ communicative
competence, while the range of tasks available offers
a great of flexibility and the teachers should design
communicative tasks as well as lead to more
motivating activities for the learners.

3. Why to use a task-based approach?
 Students are free of language control.
 A natural context is developed from students´
experiences.
 It is a strong communicative approach where
students spend a lot of time communicating.
 Some creative tasks that can be used in this
approach are interviews, projects, portfolios, role
plays, presentations, etc.

4. What is task?
 Any structural language learning endeavour
which has a particular objective, appropriate
content, a specified working procedure, and a
range of outcomes for those who undertake the
task.
 Task-based learning focuses on the use of
authentic language through meaningful tasks
such as visiting the doctor or a telephone
call. This method encourages meaningful
communication and is student-centred.

5. Characteristics
 Students are encouraged to use language
creatively and spontaneously through
tasks and problem solving
 Students focus on a relationship that is
comparable to real world activities
 The conveyance of some sort of meaning
is central to this method
 Assessment is primarily based on task
outcome
 TBLT is student-centered

6. Framework for Analyzing
Communicative Tasks
TASK
Goals
Input
Activities
Teacher role
Learner role
Settings

7.  Goals: are the general intentions behind any given
learning task.
 Input: refers to the data that form the point of
departure for the task.
 Activities: specify what learners will actually do with
the input which forms the point of departure for the
learning task.

8.  Learner roles:
o Passive recipient of outside stimuli;
o Interactor and nogotiator who is capable of giving as well as
taking;
o Listener and performer who has Little control over the content
of learning;
o Involved in a process of personal growth;
o Involved in a social activity;
o Responsable for their own learning, developing autonomy
and skills in learning-how-to-learn.

9.  Teachers role:
o Facilitator of the communicative process
o Participant
o Observer and learner
 Settings: refers to the classroom arrangements specified or
implied in the task, and it also requires consideration of wheter
the task is to be carried out wholly or partly outside the
classroom.

10. Checklist for Evaluating
Communicative Tasks
 Goals and rationale
 To what extent is the goal or goals of the task
obvious a) to you b) to your students?
 Is the task appropriate to the learners
proficiency level?
 To what extent does the task reflect a real-
world or pedagogic rationale? Is this
appropriate?

11.  Does the task encourage learners to apply classroom
learning to the real world?
 What beliefs about the nature of language and learning are
inherent in the task?
 Is the task likely to be interesting and motivating to the
students?
 Input
 What form does the input take?
 It is authentic?
 If not, is it appropriate to the goal of the task?

12.  Activities
 Are the activities appropriate to the communicative goals
of the task? If not, can they be modified to make them
more appropriate?
 Is the task designed to stimulate students to use bottom-up
or top-down processing skills?
 Are the activities appropriate to the input data?
 Are the activities designed in a way which will allow learners
to communicate and cooperate in groups?

13.  Roles and settings
 What learner and teacher roles are inherent in the task?
 Are they appropriate?
 What levels of complexity are there in the classroom
organization implicit in the task?
 Is the setting confined to the classroom?

14.  Implementation
 Does the task actually engage the learners´ interests?
 Do the activities prompt genuine communicative interaction
among students?
 To what extent are learners encouraged to negotiate
meaning?
 Does anything unexpected occur as the task is being carried
out?
 What type of language is actually stimulated by the task?

15.  Grading and integration
 Is the task at the appropriate level o difficulty for the students?
 Is the task so structured that it can be undertaken at different
levels of difficulty?
 What are the principles upon which the tasks are sequenced?
 Are a range of macroskills integrated into the sequence of
tasks?
 Do the tasks incorporate exercises in learning-how-to-learn?

16.  Assessment and evaluation
 What means exist for the teacher to determine how
successfully the learners have performed?
 Does the task have built into it some means whereby learners
might judge how well they had performed?
 Is the task realistic in terms of the resources and teacher-
expertise it demands?

17. References
 Nunan, D. (1989). Designing task for the communicative classroom. NY,
United States: Cambridge University Press
 Pozzi, D.C. (2004). Forms and functions in language: Morphology, syntax.
Retrieved March 10, 2005, from University of Houston, College of
Education
http://www.ode.state.or.us/teachlearn/standards/elp/files/langfunc.pdf
 Universidad Americana. (2009). Task based approach. Retrieved from:
http://www.slideshare.net/rchaviano/task-based-approach
 Wang, C. (2006). Designing Communicative Tasks for College English
English Courses. Retrieved from: http://www.asian-efl-
journal.com/thesis_Wang_Cheng_jun.pdf
 Bilash, O. (2009). Task-based language teaching. Retrieved from:
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/ta
skbasedlanguageteaching.html