ESCUELA SUPERIOR DE FORMACIÓN DE MAESTROS “SIMÓN BOLÍVAR”

COMUNICACIÓN Y LENGUAJES: LENGUA EXTRANJERA – INGLÉS

TASK BASED LANGUAGE TEACHING

(TBLT)
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GROUP 8 Arauco Calani Álvaro Ezequiel

BACKGROUND

Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as
the core unit of planning and instruction in language teaching. Some of its proponents present
it as a logical development of Communicative Language Teaching since it draws on several
principles that formed part of the communicative language teaching movement.

1. – Activities that involve real communication are essential for language learning.
2. – Activities in which language is used for carrying out meaningful tasks promote
learning.
3. – Language that is meaningful to the learner supports the learning process.

Tasks are proposed as useful vehicles for applying these principles. The role of tasks has
received further support from some researchers in second language acquisition, who are
interested in developing pedagogical applications of second language acquisition theory.

The key assumptions of task-based instruction are:

- The focus is on process rather than product.

- Basic elements are purposeful activities and tasks that emphasize communication and
learning.
- Learners learn a language by interacting communicatively and purposefully while
engaged in the activities and tasks.

APPROACH

Task-Based Language Teaching (TBLT) is an educational framework for the theory and
practice of teaching second or foreign languages. Based on empirical research, TBLT adopts
meaning-based, communicative tasks as the central unit for defining language learning needs,
 ESCUELA SUPERIOR DE FORMACIÓN DE MAESTROS “SIMÓN BOLÍVAR”

COMUNICACIÓN Y LENGUAJES: LENGUA EXTRANJERA – INGLÉS

determining curriculum goals, designing activity in the classroom, and assessing language
competencies.
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Theory of language

Task-Based Language Teaching motivated primarily by a theory of learning rather than a

theory of language. However, several assumptions about the nature of language can be said
to underlie current approaches to TBLT. These are:

- 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 to language acquisition

Theory of learning

- Relevant tasks

Task-based Learning tasks can be categorized by the type of mental processes used in the
activity, such as listing, comparing, problem-solving, creative thinking, and sharing personal
experiences.

- Tasks are extremely varied, but all share several common features

They must focus on meaning and comprehension, rather than repetition and recitation. There
must be a clearly defined outcome to determine the task’s effectiveness and the student’s
success. For example, the task could be to book a transportation ticket over the phone. In this
case, the outcome would be to successfully book the ticket. There must be a gap between
teacher instruction, student performance, and end analysis. Lastly, it is highly effective if
students are allowed to choose and utilize the resources that they deem necessary to complete
the task. Please note: this does not include pulling out a phone and turning to Google
translate.
 ESCUELA SUPERIOR DE FORMACIÓN DE MAESTROS “SIMÓN BOLÍVAR”

COMUNICACIÓN Y LENGUAJES: LENGUA EXTRANJERA – INGLÉS

- Students learn by interacting

Sitting in a classroom and being lectured at for an hour is not conducive to language
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acquisition and production- nor is it good for confidence and a sense of enjoyment! Each
student needs to be engaged and encouraged to participate.

- Focus on using and eliciting authentic language

So many textbooks and foreign language classes center around memorizing and mimicking
awkward grammar patterns that aren’t typically used in real life situations. The language that
you use with students and that you want to instill in them needs to be genuine and viable in
order for the experience to be effective and useful for them.

- Errors are a natural part of the learning process

While correcting them is important to a certain degree, you do not want to embarrass or
dissuade students from trying to communicate. Praise students for task successes instead of
picking out each tiny error. Errors can be fixed with time, but confidence can be shattered in
a second.

- Focus on the process as a whole rather than the end product

Learning is just that a process. Teachers must provide students with the tools that they need,
give guidance, and encourage students to call upon previous language and personal
experiences. This methodology does not result in a multiple-choice test grade. Each step of
the process is equally important to task triumphs and, eventually, real world language
success.

- Participation in and completion of tasks is extremely motivational

Tasks address real life needs and allow students to use their bag of language tools to meet
those needs. Additionally, the use of tasks allows variation in the classroom, omits boredom
(if planned properly), and encourages students to use a wide variety of communication styles
and techniques, such as comparing, debating, and persuading.
 ESCUELA SUPERIOR DE FORMACIÓN DE MAESTROS “SIMÓN BOLÍVAR”

COMUNICACIÓN Y LENGUAJES: LENGUA EXTRANJERA – INGLÉS

- Tasks provide two key processing elements that are necessary for language learning:
input and output
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Copying lines and reciting a song or poem are incapable of meeting this criteria in their very
design. Incorporating opportunities for both input and output into every task enable language
leaners to practice negotiation, listening and re-defining, rephrasing, and on-the-spot
thinking- all things that occur naturally in our lives on a daily basis.

DESIGN

Types of learning and teaching activities

- Listing
- Ordering and sorting
- Comparing
- Problem solving
- Sharing personal experiences
- Creative tasks

Learner roles

- A group participant
- Monitors his own learning
- Risk-taker and innovator spirit

Teacher roles

- Selector and sequenser of tasks

- Warm up before the activity
- Consciousness raising

The role of instructional materials

They must be challenging and creative. Challenge is the core of the growth mindset; without
it, students don’t get the opportunities to take risks, learn to fail and figure out how to pick
themselves up again.
 ESCUELA SUPERIOR DE FORMACIÓN DE MAESTROS “SIMÓN BOLÍVAR”

COMUNICACIÓN Y LENGUAJES: LENGUA EXTRANJERA – INGLÉS

If we want to make “challenge the new comfort zone” for students, teachers must
create a classroom environment that supports such a shift. Students have to
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experience activities require them to try and try again, and teachers must provide
them with feedback that keeps them motivated to keep pushing and trying.

PROCEDURE

The class should follow a set of steps in Task-Based Language Teaching.

- Pretask activities
- Task activity
- Post-task activities

And willis recommends a similar sequence of activities:

- Pretask: Introductions to topic and task

- The task cycle: Develop the task, plan the steps in the task and report the results of
the task
- The language focus: Analysis and further practice of the task

CONCLUSION

Few would question the pedagogical value of employing tasks as a vehicle for promoting
communication and authentic language use in second language classrooms, and depending
on one´s definition of a task, tasks have long been part of the mainstream repertoire of
language teaching, techniques for teachers of many different methodological persuations.
TBLT however, offers a different rationale for the use of tasks as well as different criteria for
the design and use of tasks.