Task-Based Language Teaching (TBLT)

Task-Based Language Teaching (TBLT)

Roger Rolando Reyes대정중학교 |안덕중학교

What is Task-Based Lan-guage Teaching?

① A task involves a primary focus on (pragmatic) meaning.

② A task has some kind of ‘gap.’A. An information gapB. A reasoning gapC. An opinion gap

③ The participants choose the linguistic resources needed to complete the task.

④ A task has a clearly defined, non-linguistic outcome.

What kind of activity is a task?

If you can answer ‘yes’ to the questions confidently, you have a successful task in your hands.① Will the activity engage learners’ interest?② Is there a primary focus on meaning?③ Is there a goal or an outcome?④ Is success judged in terms of outcome?⑤ Is completion a priority?⑥ Does the activity relate to real world activi-

ties?

Warning! A task is not

› …speaking to practice a new structure.› …writing to display control of certain language items.

In many English language classrooms in South Korea, a portion of the class boils down to drills, dialogues, and patterns.

The goal of task-based learning is to provide a more natural, as opposed to rehearsed, approach to communication.

Examples of Activities Brainstorming (Listing) Comparing and Contrasting Matching Ordering (Sorting) Problem-Solving Projects Questionnaires Quizzes Sharing Personal Experiences Storytelling

Brainstorming (Listing)What are the popular hobbies of our

students?

① _______________________________________

② _______________________________________

③ _______________________________________

④ _______________________________________

⑤ _______________________________________

How to incorporate task-based learning into your curriculum?

Many middle and high school teachers in South Korea have a strict English cur-riculum that they must abide by.

The emphasis on grammar and phrase-ology limits English language education.

How do we change this? What steps can we take to alter this style?

Use your native English teacher (NET)

Your native English teacher (NET) can be a great source for designing a task-based learning class or syllabus.› Brainstorm ideas together that focus on

communication in the real-world.› Develop English summer or winter camps

around practical skills or career experi-ences.

› Allow students to think creatively and praise their effort.

Comparing and ContrastingWhat are some similarities and differences be-

tween the Korean English teacher and the native English teacher?

Korean English Teacher

Native English Teacher

Create a cultural immersion experience

Ask engaging questions on how to use English in a foreign English-speaking environment.› Many real-life situations in South Korea

replicated around the world. Going to a doctor’s office. Going shopping. Ordering food at a restaurant.

Use the experiences of your students

Compare and contrast the personal ex-periences of students.› Middle School. How do you act at a sit

down restaurant versus a fast food restau-rant or street cart?

› High School. How does the hospital visit differ between going to a local hospital as opposed to a specialized clinic?

MatchingOrganize the story.

1 8

6 3

Rethink the textbook

There are many ways to use the book.› You can make activities using the reading pas-

sages in the book. Middle School. You can create a sequencing activ-

ity using the story that you might be review. High School. Create a comparing or contrasting ac-

tivity using the story’s protagonist and the student.› Allow students to brainstorm or list activities

based on what you are learning. All Levels. If you are learning about mutable or

immutable things, you can always make a list or questionnaire.

Introduction to Cultural Ge-ography

Case StudyIntroduction to Cultural Geography

This semester, I had the privilege of teaching ‘Introduction to Cultural Geog-

raphy’ at Daejeong Middle School.

The aim of the semester course was to engage students in a learning environ-ment that uses English a tool for a re-

gional approach of the globe.


Introduction to Cultural Geography› What is culture?› What is geography?› What is cultural geography?› The Cities, Towns, and Districts of Jeju

Continents and Oceans Spanish-speaking Latin America and the Caribbean

› La Tierra del Olvido› Do you speak Spanish?› Latin American Culture and Geography› Marca Perú


Landscapes of North America› Landscapes in Context

“Hymn for the Weekend”› Learning the Landscapes of North America› Analyzing Landscapes in Film

“Man” by Steve Cutts› Identifying Landscapes of Jeju Island

East and Southeast Asia› Buzzfeed: Internet Media and Asian Food

Americans Taste Exotic Asian Delicacies› Flags of East and Southeast Asia› Geography Quiz: Eastern Asia

QuestionnaireAnswer the questions be-

low. Where is Jeju?____________________________________________ What is unique about Jeju?____________________________________________ What is ‘samda’?____________________________________________ What are famous places in Jeju?____________________________________________ What are famous foods from Jeju?____________________________________________

How was Task-Based Language Teaching used to teach my course?

Primary FocusThe primary focus of the course was to

explore known and unknown parts of the world using English and the media.


Gaps② All forms of gaps were utilized for all assign-

ments.A. Information Gap. Students were given informa-

tion in Korean and asked to deduce their equiva-lent in English using provided information.

B. Reasoning Gap. Students had to work together to identify information using English they already studied in class.

C. Opinion Gap. Students were asked to analyze media, compare the information to what they are exposed to in their lives, and opine on it.


Linguistic Resources③ The participants used each other as

the linguistic resources needed to complete the task.

Students were also allowed to use the English text and ask as many questions as needed.


Outcome④ The outcome was to foster and create

an interest in exploring other cultures out of voluntary choice.


ConclusionThe course was a success and the stu-

dents were engaged from start to finish.

Many students saw an improvement in their interest and speaking abilities and

English.

Sharing Personal ExperiencesWhat is the one activity that your

classes have hated the most? Why?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did we learn to-day?

Today, we learned what task-based learning teaching is and is not.

We learned and did examples of task-based learning activities.

We also learned different methods to engage our students during class time.

Lastly, we reviewed a case study of a task-based learning introductory class.

Documents

Task-Based Language Teaching (TBLT)