TBLT

Books

First attention

Teacher trainers

Critics

Originated from Dewey’s view

Crookes and Gass (1993)Skehan (1998a)

Garcia Mayo (2007)Eckerth and siekman (2008)

Candlin and Murphy (1987)

Prabhu (1987)Estaire and Zanon (1994)

Willis (1996)Nunan (1989; 2004)

Sheen (1994;2004)Swan (2005)

Seedhouse (1999 and 2005)Widdowson (2003)

Task

Meaning

Gap

Their own

resources

Outcome

Kinds of task

Task

Focused

Hidden target language

Opportunities for communicating using some specific linguistic

feature

Unfocused Opportunities for using language in general communication

Task vs. Situational Grammar Exercise

Situational Grammar Exercise

Task-support

Structural syllabus

PPP

Satisfying gap and own resources

Task

All four criteria

Task-based

Unfocused task syllabus

Input-providing

Output-prompting

Task-based lesson

Pre-task phase

Main task

phase

Post task phase

Misunderstanding about TBLT

• Misrepresentations of theoretical rationale of TBLT

• Failure to acknowledge the difference among advocates of TBLT

Misunderstanding about TBLT

1. The definition of a ‘task’

2. Semantic vs. pragmatic meaning

3. Impoverished interaction

4. Task-as-work plan vs. task-as-process

5. Inadequate coverage of grammar

6. Attention to form

7. Consciousness-raising tasks

8. Vocabulary and pronunciation

9. Output- vs. input-based task-based language teaching

10. The role of the teacher

11. Acquisition-rich vs. acquisition-poor environments

12. ‘Legislation by hypothesis’

Problems in implementing TBLT

1. wide use of the students’ mother tongue

2. discipline challenges Carless (2004)

3. non-linguistic activity rather than use of the L2

4. increased learner independence

5. lack of grammar McDonough and Chaikitmongkol (2007)

6. students’ recognition that the course was relevant to their real-world academic needs but not to their

needs outside the academic context

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.

Principles for implementing TBLT

1. The tasks must be tailored to the proficiency levels of the students.

2. Tasks need to be trialed to ensure that they result in appropriate L2 use and revised in the light

of experience.

3. Teachers’ need for clear understanding of what a task is.

4. awareness of the purpose and rationale for performing tasks.

5. Ideally, teachers involvement in the development of the task materials.

Conclusion

1. Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom.

2. It emphasizes meaning over form but can also cater for learning form.

3. It is intrinsically motivating.

4. It is compatible with a learner-centred educational philosophy but also allows for teacher input and

direction.

5. It caters to the development of communicative fluency while not neglecting accuracy.

6. It can be used alongside a more traditional approach.