TASK BASED LANGUAGE TEACHING HISTORICAL BACKGROUND: Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s. http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching

1. III- LEARNER ORIENTED METHOD AND
APPROACHES
Task-Based
Language
Teaching

2.  TBLL was popularized by N.
Prabhu while working in
Bangalore, India
Background
Task-based language learning has its origins in communicative
language teaching, and is a subcategory of it. Educators adopted
task-based language learning for a variety of reasons. Some
moved to task-based syllabi in an attempt to make language in
the classroom truly communicative, rather than the pseudo-
communication that results from classroom activities with no
direct connection to real-life situations. Others, like Prabhu in the
Bangalore Project, thought that tasks were a way of tapping into
learners' natural mechanisms for second-language acquisition,
and weren't concerned with real-life communication.

3. What is Task?

4.  A pedagogical task is a piece of classroom
work that involves learners in comprehending,
manipulating, producing or interacting in the
target language while their attention is focused
on mobilizing their grammatical knowledge in
order to express meaning, and in which the
intention is to convey meaning rather than to
manipulate form. -David Nunan.

5. TASK-BASED LANGUAGE LEARNING (TBLL), ALSO
KNOWN AS TASK-BASED LANGUAGE TEACHING (TBLT)
OR TASK-BASED INSTRUCTION (TBI)
 focuses on the use of authentic
language and on asking students to
do meaningful tasks using the target
language.
 This method encourages meaningful
communication and is student-
centered.
 This makes TBLL especially popular for
developing target language fluency and
student confidence. As such TBLL can be
considered a branch of Communicative
Language Teaching (CLT).

6. PRINCIPLES
 Making errors is natural and is considered
as a part of the process in acquiring the
target language.
 Learners need to be encourage to
produce the target language.
 Teacher ensure that activities are
interconnected and organized with clearly
specified objectives and promote the
desire to learn.
 The choice of tasks and content should
based on learners age.

7. Pre-Task
 In the pre-task, the teacher will
present what will be expected of the
students in the task phase.

8. TASK CYCLE
TASK
 Students do the task, in pairs or
small groups. Teacher monitors
from a distance.
PLANNING
 Students prepare to report to the whole class
( orally Task Cycle or in writing) how they did
the task, what they decided or discovered.
REPORT
 Some groups present their reports
to the class, or exchange written
reports and compare results.

9. LANGUAGE FOCUS
ANALYSIS
 Students examine and discuss specific
features of the text or transcript of the
recording.
PRACTICE
 Teacher conducts practice or new
words, phrases and Focus patterns
occurring in the data, either during or
after the analysis.

11.  TBLT requires a high level of creativity and initiative
on the part .
 There is a risk for learners to achieve fluency at the
expense of accuracy.
 Task-based learning requires resources beyond the
textbooks and related materials usually found in
language classrooms.

12.  Decide what tasks to work on.
 Decide when to try new tasks.
 Correct and keep feedback.
 Help student monitor.
 Cooperate, listen and
respond to student needs.

13.  Work individually or with
the groups equally.
 Gathered and organize
information.
 Present results to the other
students and/or instructor.
 Risk-taker and innovator.

14. THE TASK-BASED
LEARNING
THEORY OF LANGUAGE
 Language is primarily a
means of making meaning.
 Multiple models of language
inform task-based learning.
 Lexical units are central in
language use and language
learning
 “Conversation” is the central
focus of language and the
keystone of language
acquisition
THEORY OF LEARNING
 Tasks provide both the input
and the output processing
necessary for language
acquisition.
 Task activity and achievement
are motivational.
 Learning difficulty can be
negotiated and fine-tuned for
particular pedagogical
purposes.

15. -END-
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