Task-Based Language Teaching Approach

An Overview of the Research and Methods

Tania ToddUndergraduate Honors Thesis

Professor Tania Ivanova-SullivanThesis Advisor

Understanding SLA

• Recent SLA research based on L1 acquisition– SLA depends on many factors– Importance of interaction

• Proficiency– Balance of fluency and accuracy• Including pragmatics (language use in context)

– All four competencies

Characteristcs of CLT and TBLT

• Communication is the primary focus• Characteristics (Tagliante 2006)– Learner-centered– Communicative competence (competencies,

pragmatics, strategies, negotiation of meaning)– Communicative activities– Errors are positive– Rich and varied vocabulary– Implicit grammar- structure learned through

communication

Task-Based Language Teaching (TBLT)

• Strong form of CLT- tasks facilitate meaningful communication and interaction– Focus on performance, authenticity, real-life

outcomes– Strong form of TBLT: tasks are the center of

teaching– Weak form of TBLT: tasks serve to reinforce • More balance of accuracy and fluency• Proper development of grammar

TBLT: Definition of Task• Classroom undertaking intended to result in pragmatic language

use• Criteria

– Meaning is primary– Communication problem to solve– Comparable to real-world activities– Task completion is a priority– Assessment based on task outcome/completion

• Students participate in assessment• Tests authentic language use

– Flexibility– Unpredictable– Process, not product

TBLT: The Task Cycle• Pre-task– Introduce topic, linguistic forms and target language, examples

• Task– Carry out task, report– Group work: interaction, negotiation of meaning, tutoring

environment

• Post-task– Performance, focus on form, restructuring of task

Sample Task

Relevance to CAPS tutoring

• Language tutors– Understanding methods/approaches currently

used at UNM

• Ideas for implementing SLA research into tutoring– Using tasks in conversation groups

Questions? Comments?

• Bibliography available upon request

• ttv_66@hotmail.com