INTRODUCTION TO TBLT AND

COMPARISON WITH OTHER METHODS

SUBMITTED TO : SIR HAFIZ NAUMAN

SUBMITTED BY : AYESHA RIAZ

ROLL NO. 2021-1302

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 Introduction of Task Based Language Teaching

Task-based language teaching (TBLT), also known as Task-Based Instruction

(TBI), focuses on the use of authentic language to complete meaningful tasks in the
target language. Such tasks can include visiting a doctor, conducting an interview, or
calling customer service for help. Assessment is primarily based on task outcome (the
appropriate completion of real-world tasks) rather than on accuracy of prescribed
language forms. This makes TBLT especially popular for developing target language
fluency and student confidence.

History of TBLT

Task-Based Language Teaching (TBLT) has attracted significant attention from

researchers, curriculum developers, educationalists, teacher trainers, and language
teachers worldwide over the past 20 years. Task-Based Learning, one of the most
talked- about recent methods, can be traced back to the 'strong' Communicative
Approach, where teaching is done entirely through communicative tasks. There is no
set grammar syllabus. Focusing on language use after a task has been completed is
widely accepted as an aid to acquisition, and task repetition gives students the chance
to practice new language. The concept, developed by SLA researchers and language
educators in response to traditional, teacher-dominated, form-oriented second language
classroom practices (Long & Norris, 2000), emphasizes meaningful tasks over isolated
language drills. Seminal writings by Long (1985) and Prabhu (1987) promoted an
approach where students engage in functional tasks, focusing primarily on meaning
exchange and using language for real-world purposes.

Task Definition

 Long (1985): Tasks are activities people perform in their daily lives, emphasizing
real-world relevance.
 Willis (1996): A task is a goal-oriented activity with a specific outcome, ensuring
a clear purpose.
 Ellis (2003): A task is a completed work plan that can be assessed, highlighting
evaluation and feedback.

Principles of TBLT

 Students’ needs are central to determining the content of the curriculum.

 Communicative tasks are the key unit for language teaching and learning.
 Learners learn the language by using it.
 Meaning-making should be the primary focus of instruction.
 Focus on form is secondary to meaning and should be provided as needed.
 Tasks are classroom activities that resemble the type of activities
 learners need to do in their lives outside the classroom.

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 Characteristics of a Task

According to Ellis (2009), a task has the following characteristics:

 The primary focus should be on meaning(i.e., learners should be concerned mainly

with processing the semantic and pragmatic meaning of utterances).
 There should be some kind of gap (i.e., a need to convey information, to express an
opinion, or to infer meaning).
 Learners should largely have to rely on their own resources (linguistic and
nonlinguistic) in order to complete an activity.
 There is a clearly defined outcome other than the use of language (i.e., the language
serves as the means for achieving the outcome, not as an end in its own right).

Stages of TBLT

TBLT is structured into three steps designed to maximize engagement and learning.

Pre-Task:

During this phase the teacher introduces the topic and engages learners in
activities to help them recall or learn words and phrases essential for performance of
the task. It includes presenting students with what will be expected of them to
complete the task.When teachers explain the nature, relevance to student-identifed
language learning goals, and purpose of the task, students may be motivated to wholly
engage.
Other preparations might include introducing background information about the
content through listening or reading activities, presenting key vocabulary and phrases,
clarifying instructions and expectations, performing a similar task, providing a model,
and engaging students in strategic planning.

2. Task Stage/During task:

It includes a three-stage task cycle (J. Willis, 1996).

Task: Students perform the task in pairs or small groups. The teacher
circulates to ensure that students are heading in an appropriate direction.
Planning: Students prepare to present their work to the whole class and
comment on how they did the task. This can be done orally or in writing.
Report: Groups present their report to the class, and the teacher provides feedback on
content and language. It is important to note that in TBLT, the teacher does not expect
the same outcome for all students.

3. Post-Task/Review:

J. Willis (1996) refers to this as the language focus phase, in which students have
the opportunity to discuss and examine specific features of the task or text they
prepared. Students can write down new words and phrases they have learned, and the
teacher provides practice activities with new words or provides form-focused
instruction.

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TBLT Activities
Tasks and activities are designed to be relevant and engaging, encouraging
students to use language meaningfully
Example :
Making a presentation.
Making a video.
Writing an article.
Acting out a skit.
Creating a game.
Drawing a comic.
Explaining the content.
Collaboration on a project.

Types of Tasks

1. Gap Tasks: They maybe informational, reasoning or opinion based

2. Real world and pedagogical tasks: They depend upon learners need in real lfe or
practiced task for their use in future.
3. Unfocused and focused tasks : They may have implicit or explicit focus on
language forms
4. Closed and open tasks : They may have clear answer or an open ended argument
or opinion.
TBLT can be applied in both physical and online classrooms through structured
and engaging tasks

Benefits of TBLT

 Language Retention: Using the target language immediately in practical tasks

helps retain vocabulary and grammar.

 Skill Development: Enhances writing, reading, speaking, and listening skills

through comprehensive tasks.

 Student Motivation: Engages students by connecting learning with their

interests and real-life applications.

 Student-Centered Learning: Places students at the center of the learning

process, making them active participants.

 Relevance and Personal Connection: Tasks are relevant to students' lives,

making learning more meaningful.

 Responsibility: Students take responsibility for their learning, increasing

engagement.

 Motivation and Enjoyment: TBL is enjoyable and motivating, serving as a

precursor to Project-Based Learning (PBL).

 Collaboration: Promotes teamwork and peer learning.

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 Challenges in TBLT

These challenges are faced while implementing TBLT in classrooms:

 Definition of tasks: When policy documents lack clear task definitions, teachers
may become confused about what qualifies as a task. This ambiguity can lead to
tasks that do not align with the principles of Task-Based Language Teaching
(TBLT) and hinder effective implementation.

 Teacher and learner roles: Implementing TBLT requires a shift in traditional

teacher-led approaches to more learner-centered methods. This shift can be
challenging for both teachers and learners, as it involves redefining their roles.
Teachers need to facilitate rather than lead, while learners must take more
responsibility for their learning.

 Practical implementation issues : Several practical factors make the

implementation of TBLT challenging like large class sizes, time constraints, and
behavioral issues. Teachers need strategies to manage these challenges effectively
while still delivering engaging and meaningful tasks.

 Constraints of the curriculum: The mismatch between national curriculum

requirements and Task-Based Language Teaching (TBLT) principles can indeed
hinder effective implementation. When teachers are compelled to cover specific
content or meet predefined objectives, it restricts the flexibility needed for
successful TBLT practices.

Adressing challenges : Solutions and practical Implementation

 Designing Engaging Lesson Plans: Lessons should revolve around

communicative tasks that simulate real-life objectives, such as planning a
weekend trip.
 Shifting the Teacher's Role: The teacher transitions from a primary
knowledge source to a facilitator, encouraging peer interaction and
collaboration.
 Integrating Grammatical Structures: While TBLT emphasizes
communication, grammar is taught in context during the post-task review
stage.
 Using Meaningful Tasks: Tasks should align with students' interests and
daily lives, making learning relevant and engaging.

The Learning Process: Language is learned through its use in authentic situations,
encouraging active participation and deeper understanding.

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Comparison of TBLT with other Language Teaching
Methods

It provides a comparative analysis of Task-Based Language Teaching (TBLT)

with various traditional and contemporary language teaching methods.

Difference TBLT Present-Practice

Degree to Which the Input
is Contextualized
Target words and phrases are
mostly contextualized within
meaningful tasks reflecting real-
life situations, helping learners
understand practical language use.
Production (PPP)
Target words and phrases are oft
decontextualized, presented in
isolation or contrived examples
focused on specific grammar or
vocabulary, which may feel artifi

Requires learners to search for Activities typically do not

Opportunities for meaning through problem-solving require learners to search for
Learners to Search for tasks, enhancing comprehension meaning, focusing instead on
Meaning and practical use of language. practicing and producing langua
forms presented by the teacher.

Learners’ Discourse Production is generally student- Production is generally teach

Control initiated, promoting spontaneous
and authentic communication,
increasing motivation and
confidence.
Role of learners Encourages learners to take an
active role in their language learning
process, fostering autonomy and self-
directed learning.
Emphasizes communication and
Focus on meaning vs forms meaning, with language forms
emerging naturally as learners
engage in tasks.
initiated, with the teach
directing interaction and practi
providing a controll
environment but limiti
autonomous language use.
Places learners in a more pass
role, with the teacher directing
activities and controlling the pac
learning.
Prioritizes the explicit teaching
practice of language forms, with
focus on correctness and accurac

TBLT vs. PPP

Summary
Overall, TBLT and PPP represent two distinct approaches to language teaching,
each with its own strengths and weaknesses. TBLT emphasizes meaningful
communication and contextualized language use, promoting active learner engagement
and autonomy. PPP focuses on structured practice and production, ensuring accurate
use of language forms through teacher-directed activities. Understanding these
differences can help educators choose the most appropriate method for their specific
teaching contexts and learner needs.

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 TBLT vs. GTM

Difference TBLT Grammar Translati

Method (GTM)
Emphasizes the development of Prioritizes written and re
Focus on Language Skills practical language skills such as skills, grammar rules,
speaking, listening, and translation between languages
communicative competence through less emphasis on
meaningful tasks and real-life communication.
contexts.
Creates an interactive and learner- Generally fosters a more teac
Learning environment centered environment where students centered approach, with a focu
actively engage in tasks, promoting direct instruction, memorizat
autonomy and collaboration. and rote learning.

Aligns language learning with real- Often detaches language lea

Relevance to real life life situations, tasks, and from practical use, focusing
communication needs, making the on literary texts, gra
learning process more meaningful and structures, and trans
applicable. exercises.

Positions the teacher as a Emphasizes the teacher's

Role of teacher facilitator and guide, encouraging delivering content, explanati
student autonomy, problem-solving, and corrective feedback, with
and critical thinking in language use. on accuracy and adherence to
grammar rules.

Encourages active language use, Primarily focuses on languag

Language use and fluency development, and production in written form, su
production communication skills through task translations and grammatical
completion and interaction. exercises, with limited empha
oral proficiency.

Integrates grammar and vocabulary Teaches grammar and voca

Approach to grammar and learning within tasks and meaningful explicitly, often through
vocabulary contexts, promoting implicit translation, memorization, and
acquisition and usage through language based learning, with a focus o
use. accuracy and structure.

Summary
GTM focuses on translation and grammar rules, often involving passive
learning through memorization. In contrast, TBLT emphasizes active engagement in
meaningful communication tasks, facilitating practical language use in real-life
scenarios

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 TBLT vs. Audio-lingual

Difference TBLT Audio-lingual Metho

It focuses on communicative It is rooted in behaviorist

Approach and theory language teaching principles, theory, focusing on habit
emphasizing real-life language use. formation through repetition.

It utilizes tasks that mimic real-life It relies on drills, repetition, an

Methodology situations, encouraging creative pattern practices.
language use.

It prioritizes communication and conveying It emphasizes grammar, syn

Focus meaning in context. and correct pronunciation thro
practice.

It allows some use of L1 to It strictly avoids L1 use,

Role of native language facilitate understanding and task immersing students in the tar
(L1) completion, offering flexibility for language only.
scaffolding.

It focuses on fluency during task It employs immediate, expl

Error correction completion, addressing errors post-task error correction to prevent the
as part of the learning process. formation of bad habits.

It engages learners through It can become monotonous du

Learner engagement meaningful tasks, promoting active repetitive drills, offering less
participation and problem-solving. opportunity for creative langua
use.

Summary
TBLT and the Audiolingual Method differ significantly in their approach to
language learning. TBLT emphasizes communication, real-life language use, and task
completion, allowing some use of the native language (L1) and focusing on fluency
over accuracy. It engages learners through meaningful tasks, promoting active
participation and problem-solving. On the other hand, the Audiolingual Method
focuses on habit formation through drills and repetition. It strictly avoids L1 use,
emphasizes grammar and pronunciation, and employs immediate error correction.

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 TBLT vs. Direct Method

Difference TBLT Direct Method

Focuses on communicative tasks, Emphasizes immersion and di

Approach and theory encouraging natural language use in meaning association in the targ
real- life contexts language, similar to L1 learnin

Employs varied tasks for real-life Uses visual aids, gestures,

Methodology language practice, from problem- immediate correction, with
solving to role-plays. spontaneous language use in
dialogues.

Focuses on all skills through task Stresses speaking and listening

Focus completion, with grammar learned teaching grammar inductively.
as needed.

Allows strategic L1 use, offering Completely avoids L1, promotin

Role of native language flexibility for learning support. immersion.
(L1)

Delays correction for fluency during Corrects errors immediately

Error correction tasks, providing feedback post-task.

Natural acquisition through task Direct association with real obj

Focus on vocabulary context.

Emphasizes task completion and Focuses on oral proficiency an

Assessment Approach communication effectiveness. spontaneous use.

Summary
The Direct Method prioritizes oral communication and immersion in the target
language, focusing on real-life context and situational learning. In contrast, TBLT
emphasizes meaningful communication tasks that simulate real-life situations,
facilitating language acquisition through practical engagement and task completion.
While both methods prioritize speaking and listening skills, TBLT offers a more
structured and task-oriented approach to language learning.

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 TBLT vs. TPR

Difference TBLT The Total Physical

Response (TPR)
Focuses on completing tasks for Emphasizes physical movement
Focus and Objectives practical language use across aid language learning, suitable
proficiency levels. beginners.

Task-based activities for real- Physical actions in response to

Classroom Activities world language application. commands.

Facilitator guiding students Director giving commands a

Role of Teacher through tasks. modeling actions.

Appropriateness for Learner
Levels
Nature of Activities
Effective for all levels, especially More suited for beginners and
higher proficiency learners. younger learners.
Student-centered tasks promoting Teacher-led actions and respons
communication and interaction.

Summary
In summary, Total Physical Response (TPR) emphasizes language learning
through physical movement and immediate action, making it suitable for beginners and
younger learners. TBLT prioritizes communication and task completion, engaging
learners in meaningful activities that mirror real-life language use.

Conclusion

TBLT, a flexible and student-centered language teaching approach,

emphasizes meaningful tasks. It equips students with essential skills through
structured yet engaging activities, integrating the 4Cs (communication, collaboration,
creativity, and critical thinking). TBLT prepares students for larger projects in PBL by
starting with manageable task-based activities, making it an effective strategy for
language educators.

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