Rungphet Phetcharinphan: Task-based Language Teaching (TBLT)

Task-based Language Teaching (TBLT)

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

        Task-Based Language Teaching (TBLT) is the latest trend in SLL approaches. Although it has produced very positive results in certain contexts (eg small class sizes of immigrant children), like every method that has preceded it, TBLT is also revealing its weaknesses. Broady (2006) notes that TBLT may not provide sufficient "Interaction Opportunities." Bruton (2005) identifies other concerns:
          - 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.

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. When tasks are familiar to students, they are more likely to be engaged and motivated. Students learn languages through problem-solving.

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 that are as close to real-world tasks as possible, thus creating activities that are meaningful and relevant to students.