This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.

1. TASK BASED LEARNING
TBL-TBI
Luisa María Zorrilla
Karen Pajón
Christian Molina.

2. “Language learning will result from creating the right kinds of
interactional processes in the classroom, and the best way to
create these is to use specially designed instructional tasks.”

3. CHARACTERISTICS OF A TASK
 It is something that learners do or carry out using their existing language resources.
 It has an outcome which is not simply linked to learning language, though language
acquisition may occur as the learner carries out the task.
 It involves a focus on meaning.
 In the case of tasks involving two or more learners, it calls upon the learners’ use of
communication strategies and interactional skills.

4. KINDS OF TASKS
Pedagogical tasks Real-World tasks

5. DIFFERENCES BETWEEN TBI AND PPP
PPP:
 Presentation: The new grammar structure is presented, often by means of a
conversation or short text. The teacher explains the new structure and
checks students’ comprehension of it.
 Practice: Students practice using the new structure in a controlled
context, through drills or substitution exercises.
 Production: Students practice using the new structure in different
contexts often using their own content or information, in order to develop
fluency with the new pattern.

6. “Advocates of TBI reject this model on the basis that (a) it doesn’t work; and
(b) it doesn’t reflect current understanding of second language acquisition.
They claim that students do not develop fluency or progress in their
grammatical development through a P-P-P methodology. They also argue that
second language learning research has shown that language learning results from
meaningful interaction using the language and not from controlled practice. With
TBI the focus shifts to using tasks to create interaction and then building
language awareness and language development around task performance”.
Richards and Rodgers. 1986

7. HOW TASKS WORK IN PRACTICE?

8. APPLICATIONS OF TBI
 As the sole framework for course planning and delivery.
 As one component of a course.
 As a technique.

9. ISSUES IN IMPLEMENTING TBI
 TBI = PPP
 Selecting and sequencing tasks.
 Content issues.
 Classroom processes vs. learning outcomes.

10. THANK YOU.