III- LEARNER ORIENTED METHOD AND

APPROACHES

Task-Based

Language

Teaching

TBLL was popularized by N.

Prabhu while working in

Bangalore, India

BackgroundTask-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.

What is Task?

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.

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).

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.

Pre-Task

In the pre-task, the teacher will

present what will be expected of the

students in the task phase.

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.

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.

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.

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.

Work individually or with the groups equally.

Gathered and organize information.

Present results to the other students and/or instructor.

Risk-taker and innovator.

THE APPROACH OF

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.

-END-THANK YOU!