1. Task –Based
Language
Teaching

2. Task-Based Teaching
“Any approach to language pedagogy will
need to concern itself with three essential
elements: language data, information, and
opportunities for practice”,
Any approach to language pedagogy will
need to concern itself with three essential
elements: language data, information, and
opportunities for practice”,
David Nunan,
David Nunan,

3. TBLT - Definition
“A Task is an activity where the
target language is used by the
learner for a communicative
purpose (goal) in order to achieve
an outcome”
“A Task is an activity where the
target language is used by the
learner for a communicative
purpose (goal) in order to achieve
an outcome”
Jane Willis
Jane Willis

4. WHAT IS TASK BASED LANGUAGE
TEACHING?
• TBLT is an approach to teaching a
second/foreign language that seeks to
engage learners in interactive authentic
language use by having them perform a
series of tasks.
• It aims to both enable learners (1) to acquire
new linguistic knowledge and (2) to
proceduralize their existing knowledge.

5. TBLT Advocates
David Nunan
C. Candlin

6. Why Using Task-Based Approach?
• Students are free of language control.
• A natural context is developed from the students‘ experiences. with
the language that is personalised and relevant to them.
• Students’ needs dictate what will be covered rather than a decision
made by the teacher or the coursebook.
•Task based approach is a strong communicative approach where
students spend a lot of time communicating. Activities are engaging,
enjoyable and motivating.
• Students are free of language control.
• A natural context is developed from the students‘ experiences. with
the language that is personalised and relevant to them.
• Students’ needs dictate what will be covered rather than a decision
made by the teacher or the coursebook.
•Task based approach is a strong communicative approach where
students spend a lot of time communicating. Activities are engaging,
enjoyable and motivating.

7. THE RATIONALE OF TASK-BASED
LEARNING
1. Theory of Language
Several assumptions about the nature of language can be said to underlie current
approaches to task-based learning. These are:
o Language is primarily a means of making meaning
o Multiple models of language inform task-based learning.
o Lexical units are central in language use and language learning
o “Conversation” is the central focus of language and the keystone of language
acquisition

8. 2-Theory of Learning
Task-based learning shares the general assumptions about the
nature of language learning underlying Communicative Language
Teaching.
o Tasks provide both the input and the output processing necessary for
language acquisition.
o Task activity and achievement are motivational.
o Learning difficulty can be negotiated and fine-tuned for particular pedagogical
purposes.

9. TBLT Design
OObbjjeeccttiivveess::
As with other communicative approaches,
goals in TBLT are determined by the
specific needs of particular learners.
TThhee SSyyllllaabbuuss::
Task –based syllabuses represent a particular
realization of Communicative Language Teaching
(Nunan1989). The designer conducts a needs
analysis, which yields a list of the communicative
tasks that the learners will need to carry out.

10. • Tasks are also used in CLT. However, they
normally focus on a particular function or form of
the language.
• In a task-based lesson, the teacher uses a wide
variety of linguistic forms, the meaning of which is
made clear by the context.
• The focus is on task completion instead of on the
language used in the process.
• The main difference between PPP and task
based learning: the focus on language form
comes at the end.

11. • TBLT relies heavily on learners
actively experimenting with their store
of knowledge and using skills of
deduction and independent language
analysis to exploit the situation fully.
• Motivation for communication
becomes the primary driving force. It
places the emphasis on
communicative fluency.
• Exposure to the language should be in
a naturally occuring context.

12. Essential conditions for
language learning
• Exposure to the target language
• Opportunities to use the target
language for expressing
meaning
• Motivation to engage with
exposure and use what they
know

13. there is a basic distinction between target
( real world) tasks and pedagogical tasks .

14. TTyyppeess ooff TTaasskkss::
1-A Task …
is goal directed.
involves a primary focus on meaning.
has a clearly defined outcome.
2-The participants choose the linguistic resources needed
to complete the task.

15. Tasks and the four
language skills:
A common misunderstanding of task-based
A common misunderstanding of task-based
instruction is that it necessarily
instruction is that it necessarily
involves oral interaction.
But tasks can be designed to develop any
of the four language skills (listening,
speaking, reading and writing).
Many tasks are ‘integrative’ (i.e. involve
more than one skill).
involves oral interaction.
But tasks can be designed to develop any
of the four language skills (listening,
speaking, reading and writing).
Many tasks are ‘integrative’ (i.e. involve
more than one skill).

16. Teacher & Students in TBLT
RRoollee ooff tthhee TTeeaacchheerr
o Cooperate, Listen and respond to St
needs.
o Decide what tasks to work on.
o Decide when to try a new task.
o Correct and keep feedback
(analysis).
o Help student monitor each other.

17. RRoollee ooff tthhee SSttuuddeennttss::
o Work individually or with the groups
equally .
o Gather and organize information
(report).
o Present results to others students
and/or Instructor.
o Risk-taker and innovator.

18. Procedure
Willis (1996:56-57) recommends the following sequence of
activities:
Pre-task
Introduction to topic and task: Teacher explores the topic with
the class, highlights useful words and phrases, helps students
understand task instructions and prepare.
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
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.
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
patterns occurring in the data, either during or after the analysis
(Willis 1996: 38).

19. Pre-task
• This serves as an introduction to the
topic and task. It may involve
brainstorming, a pre-task,
introduction of useful words and
phrases, preparation time or listening
to native speakers doing the task.
New structures are not pre-taught.

20. The Task Cycle
a. Task
• Learners begin by carrying out a
communication task, using whatever
language they already have, in pairs or
groups.
• A task is a goal-oriented activity in
which learners achieve a real outcome.

21. In the literature on TBLT , several attempts have been made to
group tasks into categories, as a basis for task design and
description.
Willis (1996) proposes six task types:
LISTING: Processes: Brainstorming, fact-finding.
ORDERING AND
SORTING:
Processes: Sequencing, ranking, categorizing,
classifying.
COMPARING: Processes: Matching, finding similarities, finding
differences.
PROBLEM SOLVING: Processes: Analysing real or hypothetical situations,
reasoning, and decision making.
SHARING PERSONAL
EXPERIENCES:
Processes: Narrating, describing, exploring and
explaining attitudes, opinions, reactions.
CREATIVE TASKS: Processes: Brainstorming, fact-finding, ordering and
sorting, comparing, problem solving and many
others.

22. • Six main types of task: listing, ordering
and sorting, comparing, problem
solving, sharing personal experiences
and creative tasks.
• Learners are free to choose whatever
language forms they like to achieve
the goal of the task. The emphasis is
on meaning rather than form.
• The teacher monitors but doesn’t
correct errors.

23. b. Planning
• Having completed the task, students
prepare to report on the outcome.
Now the emphasis is on organisation
and accuracy.
• The teacher advises students on
language and helps them correct any
errors they make during this phase.

24. c. Report
• Some or all of the groups report
briefly to the whole class.
• The others listen in order compare
findings or conduct a survey. The
teacher may rephrase but not correct
the language.

25. d. Optional Post Task
Listening
• This phase allows students to listen
to native speakers to do the same
task and to compare the language.

26. Language Focus
• Analysis : Learners focus on form
and ask questions about language
features.
• Practice: Teacher conducts activities
based on the analysis work or
examples from the text to transcript.

27. Pedagogic problems
Problem Solution
1. Teachers often believe that TBLT is
not possible with beginners.
Teachers need to understand that TBLT
involves input-based as well as out-put
based tasks and that it is possible to
build up proficiency initially through a
series of simple input-based tasks.
2. Students may be unwilling to risk
communicating ‘freely’.
• Allow planning time
• Learner-training.
3. Students will resort to
communicating in their L1.
This is arguably not a problem; as
proficiency develops learners
automatically begin to use more of
the L2.
4. Teachers may not fully understand
the principles or TBLT or have the
proficiency to teach ‘communicatively’.
More effective teacher training.

28. Conclusions
Task-Based Language Teaching addresses some of the ways students
are changing
Any curriculum content can be taught through tasks . the key point is
that the teacher usually will have to create their own worksheets or
strategies!
The teacher must stay very active during a task- based lesson
assisting students individually or as a group!
It emphasizes meaning over form but can also cater for learning form.
It is compatible with a learner-centred educational philosophy but also
allows for teacher input and direction.

29. It caters to the development of communicative fluency while not
neglecting accuracy.
It can be used alongside a more traditional approach.

31. Let’s Talk: What’s your Favourite drink?
In this lesson you will talk about your favourite drink and why you like it.
You will interview your friends about t
Part 1: What’s your favourite drink? Interview your friends.
There are many popular drinks around the world. In your notebook, think
of five ~ seven questions to ask about drinks. (Hint, What is your
favourite drink, why do you like it?)
Write your answers and then ask four friends. Write their answers in your
notebook.
Find these words in the dictionary. Write the meaning in your notebook.
Beans , loose, popular beverages.
Part 1: How do you like your drink???
Scenario
Part 2: Vocabulary
Work with five students . You are a waitress in a restaurant . Ask them
what they want to drink and how do they prefer it …….
A table.
A menu.
A piece of paper and a pen .
Part 2: Analysis:
Write the questions and the answers in your note book to share it with
your class.