Task-based Language Teaching (TBLT)
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At any given time there are certain trends in second language education that influence both teaching and learning. One of the latest trends in SLL approaches is task-based language teaching (TBLT), which emphasizes the use of authentic language through meaningful tasks. In this section we will explore task-based language teaching (TBLT), student and teacher roles with this method and some examples of tasks that can be used in the classroom. |
What is task-based language teaching (TBLT)?
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.
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
- There is no acquisition of new grammar or vocabulary features
- Everything is left to the teacher
- Not all students are or will be motivated by TBLT
- Some students need more guidance and will not or cannot `notice´ language forms (grammar) or other elements of accuracy
- Students typically translate and use a lot of their L1 rather than the target language in completing the tasks.
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What are the student and teacher roles in TBLT?
Teacher Says |
Teacher Does |
Students Says |
Student Does |
Why? |
Presents task in the TL |
Primes students with key vocabulary and constructions |
Students speak among themselves to organize and complete task. Students present final task (sometimes orally). |
Students prepare either a written or oral report to present to class. |
Provides practical linguistic skill building. |
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What are some examples of tasks that can be used in the classroom?
David Nunan (2001) distinguishes between “real-world or target tasks, which are communicative acts that we achieve through language in the world outside the classroom, and pedagogical tasks, which are carried out in the classroom. I subdivide pedagogical tasks into those with a rehearsal rationale and those with a pedagogical rationale” (Nunan, 2001). The goal of the language teacher is try to develop pedagogical tasks thatare as close to real-world tasks as possoble, thus creating activities that are meaningful and relevant to students.
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Complete the activity below to explore ways to practice grammar and communication in a task-based manner. In your opinion, would these tasks be motivating for students? Why or why not? |
Write the past tense form of these verbs: go, is, are, do, have, work, study, buy, pick, make, put, read.
Grammar Activity
Now think of four things you did yesterday. Write sentences in the blanks.
First I got up and _____________________________________________
Then, _______________________________________________________
Next, _______________________________________________________
Finally, ______________________________________________________
Communicative activity
Write three hobbies or activities you like / like doing.
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
Ask each person in your group what they like / like doing. Decide on a suitable gift for each person. (Exerices adpated from David Nunan, The English Centre, University of Hong Kong, December 2001)
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Broady, Elspeth (Winter 2006) Learning and Interaction: Developing Through Talk. Language Learning Journal, No 34 0-00
Bruton, A. (2005) Task Based Language Learning: For the state secondary FL classroom? Language Learning Journal, No 31, 55-68
Nunan, D. (2004) Task-based Language Teaching. Cambridge University Press, 2004