Assignment of Task Based Language Teaching (TBLT)

Topic: Introduction of TBLT and it’s Comparison with Other

Language Teaching Methods

Instructor: Sir Nauman Ahmed

Submitted By: Fatima Noor(2021-1304)

Programe: BS ELTL (6th Semester, Regular)
Department: IER

Dated: August 7, 2024

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 Introduction to Task Based Language Teaching (TBLT)

“Teach me and I´ll forget,

Show me and I´ll remember,
Involve me and I´ll learn.”
(Confucius, 551-479 B.C)

Background of Task Based Language Teaching

For many of us in the modern world, it may seem obvious that the best way to learn
a language is to use it meaningfully, rather than studying discrete parts and
practising putting them together. But this was once a very radical suggestion. It was
in the 1980s that the modern version of task-based language teaching was first
developed in Bangalore, South India by N Prabhu, a researcher and professor. ""An
unconscious process that is best facilitated by provoking in the student a concern for
meaning, saying, and doing,"" he suggested as a definition of language acquisition.
He thought that by assigning activities, students could tap into their innate processes
to learn new languages.
Although it originated with the previously developed Communicative Language
Teaching, TBLT incorporates real-life linguistic needs into the learning process, so it
is not limited to communication alone. Therefore, Prabhu's Communicative Teaching
Project lacked a language study program. Rather, it described various activities or
tasks focused on meaning and problem solving. Since then, several SLA
researchers have refined and expanded the concept of what precisely counts as a
task, and it is still highly controversial. However, most people agree that active
engagement with a language is necessary to acquire it.

Definition of task and task-based language teaching

● Task
The term "task" eventually replaced the notion known as "communicative activity" in
the 1970s and 1980s, and has since been defined in different ways by various
scholars. Willis (1996) defines a task as "an activity in which the learner uses the

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target language for a communicative purpose (goal) to achieve a result." Nunan
(2004) goes on to explain that a task requires learners to perceive, produce or
participate in the target language, placing more emphasis on meaning than form. For
a task to constitute a communicative act with an obvious beginning, middle, and end,
it has to be accompanied by a feeling of completion.
Tasks could include making a poster, composing a brochure or newsletter or film, or
drawing a map of the school.
According to Rod Ellis, a task consists of four main characteristics:
1. The main emphasis of a task is on meaning (pragmatic).
2. There is some kind of "gap" in a task. (Prabhu distinguished between the three
main categories: opinion, reasoning and information gaps).
3. Participants select the linguistic tools necessary to complete the task.
4. A task has a well-defined non-linguistic outcome.

● Task-based language teaching

The method known as task-based language teaching, or TBLT, gives students the
opportunity to actively engage in communication to accomplish a task or achieve a
goal. Task-based language teaching, hence, seeks to enhance interlingual skills in
learners of the language by engaging them in tasks that involve using the language
to complete. Since students are already aware of the terms and constructions, it
emphasises less on grammar. Rather, the focus is on how to help the student devise
linguistic strategies of how to use their current knowledge of the target language to
complete the tasks they have set themselves. The result of the task is what
determines the evaluation and not perfect accuracy.

TBLT Principles
One of the principles of task-based language teaching (TBLT) is that language
acquisition requires authentic conversational activities. Learning is facilitated by
participating in activities that use language for important tasks.
Characteristics of task-based language teaching
1. It is in projects and solving problems that TBLT enables learners to use language
creatively and spontaneously.

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2. It has a high focus on tasks replicating reality, and task results themselves are
major evaluation criteria.
3. The student-centered approach: Transfers the process of learning into the hands
of students, letting them understand that the language is a tool to solve problems in
the real world.
4. TBLT methodology aids children in developing critical skills, where they learn how
to communicate in groups, negotiate meaning, and enquire. Regardless of the
language used, these skills are necessary to be successful in the real world.
TBLT Procedure

● Pre task
The teacher presents the topic and the task to the class during the pre-task phase,
activating vocabulary linked to the topic. In addition to giving clear instructions, the
teacher sometimes provides examples (such as recordings) to show students what is
expected of them. Students take note of useful terms and expressions and prepare
for the task.
● Task cycle
Classtask: Under the supervision and support of the teacher, students work in pairs
or groups to complete the task using their previous language experience.
Planning: The student writes or gives a short report about the assignment and the
teacher provides guidance and feedback. The teacher aids with language questions
and gives instructions about how the report should be organised.
Report: Once students have submitted their reports to the class, the instructor
makes available to them comments and criticism on format and content. The
instructor could also make available input on communication styles.
● Post-task
It's time to review once the task is completed. Students carefully examine particular
linguistic components used in the task cycle during the language concentration
phase.
Analysis: The instructor draws students' attention to relevant passages from the
book or video, emphasising intriguing details and practical linguistic patterns.

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Practice: To help students develop confidence in using the language qualities that
emerged from the work, the teacher carries out practice activities according to the
students' needs.

Advantages and disadvantages of task-based language teaching

● Advantages
1. Students of all ages and backgrounds can benefit from and apply to TBLT.
2. This has introduced students to a wide array of linguistic applications.
3. Students are not constrained by the vocabulary and grammar of the lesson work
but are free to use whatever is in their repertoire.
4. TBLT aims to promote ambitious use of the language and enables meaningful
communication.

● Disadvantages
Even though TBLT has enjoyed success in certain conditions, such as small classes
composed of immigrant children, it has some inherent weaknesses. Broady argues
that opportunities to use TBLT satisfactorily may not always avail themselves. Bruton
identifies more deficiencies:
1. No new vocabulary or grammatical features are learned.
2. The teacher has an important role in the effectiveness of TBLT.
3. Not all students find TBLT motivating.
4. Some students require more guidance and may not notice language forms or
precision elements.
5. They cling to their native language instead of using the target language while
performing the tasks.

Comparison of TBLT with other language teaching methods

Comparison: TBLT vs GTM

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Characteristics Task Based Language Grammar Translation
Teaching Method

Description Originating from GTM, also known as the

psycholinguistic theories, "Classical Method",
TBLT is rooted in real-life facilitates students'
scenarios and reflection on the grammar
encourages students to of their native language.
use creative thinking skills
for problem-solving.

Base TBLT is based on Introduces the target

“analytical curricula,” language through
which promote “synthetic curricula,”
content-based instruction emphasizing linguistic
and do not present the units and grammatical
target language in structures.
chunks.

TBLT is content-focused This method aims to help

General Focus and employs a students appreciate
comprehensive linguistic foreign languages ​by
approach. reading various texts.

Focus on Role TBLT is student-centered GTM is teacher-centered

and requires interaction and does not emphasize
and information exchange student communication in
through task-based the target language.
activities.

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Language and In TBLT, teachers GTM lacks
communication skills. anticipate mastery of communicative goals and
auditory language, focuses on receptive skills
including pronunciation, such as reading and
vocabulary, grammar, writing.
clarity of ideas, content,
and fluency.

Purpose and Interaction TBLT uses language GTM is a structured

purposefully, requiring language learning method
production of the target without meaningful
language to convey interaction.
meaningful information.

Comparison: TBLT vs PPP

Characteristics Task Based Language Presentation, Practice

Teaching and Production

Role of teacher TBLT encourages PPP (Presentation,

communication in the Practice and Production)
classroom, with the approach is deductive
teacher acting as a and teacher-centered,
facilitator. focusing on precision
through practice
exercises.

Aim TBLT is suitable for real If the goal of the lesson is

life communication to perform well in exams,
purposes. PPP is beneficial.

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Primary Result Through various PPP involves the
meaningful tasks, presentation of a rule,
students improve their practice of the language
language skills and learn rule and assisting
communication skills students to construct the
relevant to their life language being learnt.
experiences.

Student Benefits TBLT is a more recent Although associated with

approach that focuses on older approaches like
functional tasks and Grammar-Translation and
meaning exchange, Audiolingual, PPP can
enabling students with the also support the
skills for communicative communicative approach,
needs in the real world. particularly with
lower-achieving students,
who may be more
strongly motivated by
traditional methods.

Specified Focus TBLT is more practically PPP remains a valuable

oriented, with a concern method for traditional
for real-life application; exam-focused learning.
this definitely would have
to involve the use of a
particular language for the
task at hand.

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Comparison: TBLT vs. CBLT

Characteristics Task Based Language Content Based

Teaching Language Teaching

Definition “Task-based language CBI is the integration of

teaching refers to an particular content with
approach based on using language teaching
tasks as the central unit objectives, the
of planning and learning simultaneous teaching of
in language teaching” academic subjects and
(Richards and Rogers, second language skills.
2001).

Outcome Task-based instruction Task-based instruction

(TBI) helps language (TBI) helps language
learners make real efforts learners make real efforts
to communicate as best to communicate as best
they can in the foreign they can in the foreign
language they are language they are
learning. learning.

Methodology TBLT integrates tasks as Content-Based

a central concept in both Instruction (CBI) is a
second language teaching method that
research and language focuses on learning
teaching. something rather than
learning a language.

Language benefits "Task-based instruction is The CBLT language being

a type of instruction in taught can be used to
which classroom activities present the subject and
are tasks that are students would learn the
basically similar to those language as a by-product

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 that learners might of learning about
perform outside the real-world content.
classroom of a second or (Widdowson, 1978)
foreign language.”

Comparison: TBLT vs TPR

Characteristics Task Based Language Total Physical

Teaching Response

General Description TBLT postulates that The method is based on

tasks having learners the theory that language
perform communicative is internalised through a
tasks help them develop code-breaking process
knowledge and skills in similar to first language
the second language development, allowing for
according to the way their a long period of listening
language learning and comprehension
mechanisms work. development before
production

Basis TPR is based on The theory at the basis of

right-brain learning. When TPR is that the second
enough learning has language learning of an
occurred in the right adult is similar or at least
hemisphere of the brain, parallel to his first
the left hemisphere language acquisition.
begins to act by
producing language.

Central Emphasis Appropriate Coordination of speech

context-dependent and action is at the center

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 functioning is the core of of the emphasis of this
their underlying theory. method.

Methodology TBLT is a teaching First listening proficiency

approach based on the is achieved in TPR, then
use of communicative and speech evolves naturally
interactive tasks as and effortlessly.
central units for the
planning and delivery of
instruction.

Role of Student. In this approach, students In TPR, conversation is

act as task doers. delayed until after at least
12 learning sessions.

Relative theories One of the first proposals Total physical response is

for task-based teaching is a good example of
that associated with the insights-based
teaching of humanistic approaches.
languages.

Functionality Base TBLT can be seen as a By focusing on the

functional model of coordination of speech
teaching due to its focus and action, TPR can be
on communicative considered as a functional
outcomes. model of language
learning.

Despite being two temporally different approaches to language teaching, TBLT and
TPR share some comparable underlying educational principles. It is worth

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mentioning that Franke (1984) has drawn on the following techniques that are also
alike to TPR and TBLT:
● The inductive method of teaching grammar
● Put new educational materials into perspective
● Make use of movements, movements and physical displays
● Pay attention to common vocabulary
● Harmony between words and actions
● Active use of language in the classroom.

Conclusion
Task-based language teaching is a significant change in language education since it
gives centre stage to using meaningful tasks as a means of improving students'
communicative ability. TBLT promotes creative expression, problem solving, and
active use of language by engaging students in useful, real-world projects. This
method contrasts sharply with more traditional approaches such as the Presentation,
Practice and Production (PPP) method, which is more teacher-centred and
regimented, and the Grammar-Translation Method (GTM), which focuses on
grammar and translation. . instead of communication. competence. The principles of
communicative language teaching (CLT) are closely aligned with TBLT's emphasis
on meaningful interaction and student-centred learning, while TBLT provides a more
organised and purposeful approach to task execution and design of courses.
syllabus.
In contrast to many other methods, such as content-based language teaching and
total physical response, the TBLT methodology boasts a number of evident
advantages. If TPR focuses on physical exercise for comprehension and CBLT on
language learning integrated with academic material, then the task-oriented
approach of TBLT provides a full circle of language skills development through
real-life application. Although TBLT has advantages, it also has disadvantages, such
as the need for highly qualified teachers and the possibility of children reverting to
their original language. However, TBLT remains a useful strategy in contemporary
language teaching as it can effectively promote communicative competence, critical
thinking and practical language use.

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