Group 4:

1.laily kurniasari (2110510074)

2. Risa khoirun nisa (2110510100)
3.Nia silfia jazila (2110510102)
4.A kmal f uadi (2110510103)
 TB LT
Task Based
Language Teaching
 Def inition
Task-based language teaching (TBLT) is a type of instruction that
relies on the use of authentic target language to do meaningful tasks.
TBLT is also referred to as task-based instruction (TBI) and can be
considered a branch of communicative language teaching (CLT). The
notion of tasks is central to this type of instruction. The assessment of
learning is mainly based on task outcome and not only on the
accurate use of the target language. For this reason, TBLT is believed
to be effective in learning target language fluency and developing
student confidence.
 1. Motivation
2. Cooperation
3. Meaningful Interactions

A dvantages
O f TBLT
4. Experience
5. Exploration
Disadvantages

• 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.
 Six Task Types
• Listing and/or brainstorming: You can list people, places, things, actions,
reasons, everyday problems, things to do in various circumstances, etc.
• Ordering and sorting: This can be sequencing, ranking or classifying.
• Matching: You can match captions / texts / recorded extracts to pictures,
short notes or headlines to longer texts, e.g. news items, etc.
• Comparing finding similarities and differences: Comparison tasks can be
based on two quite similar texts or pictures (a classic example is 'Spot the
Differences') or places or events, etc., that learners have experience of.
Learners can also compare their own work with that of another learner or
another pair or group.
• Problem-solving: Textbooks often contain activities based on common
problems – pollution, relationships, noisy neighbours and so on.
• Sharing personal experiences and story telling: Activities where learners
are asked to recount their personal experiences and tell stories are valuable
because they give learners a chance to speak for longer and in a more
sustained way.
T HA N K
YOU!