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