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Task-Based Language Teaching

Task-based language teaching refers to an approach where tasks are used as the core units of planning and instruction in language teaching. Two early applications of this approach were the Malaysian Communicational Syllabus from 1975 and the Bangalore Project from 1987. Engaging learners in task work provides a better context for language learning to take place than form-focused activities alone. Tasks are sequenced according to difficulty based on factors like whether they reflect real-world needs or have a pedagogical purpose, and whether they involve one-way or two-way communication. Common frameworks for task-based language teaching involve pre-task, task, and post-task activities.

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Dian Gusni Hartati
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152 views

Task-Based Language Teaching

Task-based language teaching refers to an approach where tasks are used as the core units of planning and instruction in language teaching. Two early applications of this approach were the Malaysian Communicational Syllabus from 1975 and the Bangalore Project from 1987. Engaging learners in task work provides a better context for language learning to take place than form-focused activities alone. Tasks are sequenced according to difficulty based on factors like whether they reflect real-world needs or have a pedagogical purpose, and whether they involve one-way or two-way communication. Common frameworks for task-based language teaching involve pre-task, task, and post-task activities.

Uploaded by

Dian Gusni Hartati
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© © All Rights Reserved
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GROUP 2 :

DZULFIA EKA PUTRI


FATIN AMIRA
M.SYARIF
ROMEO

Task-based language teaching refers to an approach based on the use of
tasks as the core units of planning and instruction in language
teaching.

Two early applications of task-based approach within a communicative


framework for language teaching were the Malaysian Communicational
Syllabus (1975) and the Banglore Project (Prabhu 1987).

Engaging learners in task work provides a better context for the


activation of learning processes than form-focused activities, and hence
ultimately provides better opportunities for language learning to take
place.

Focus on process rather than product

Activities and task that emphasize communication and


meaning.
Learn language by interacting communicatively and
purposefully while engaged in the activities and tasks.
Activities and tasks can be either: those that learners might
need to achieve in real life and those that have pedagogical
purpose specific to the classroom

Activities and tasks are sequenced according to difficulty.

The difficulty of a task depends on a range of factors.


Theory of Language  Theory of Learning

1. Language is primarily a
means of making meaning. 1. Tasks provide both the input
2. Multiple models of language and output processing
inform TBI. necessary for language
3. Lexical units are central in acquisition.
language use and language 2. Task activity and
learning. achievement are motivational.
4. “Conversation” is the central 3. Learning difficulty can be
focus of language and the negotiated and fine-tuned for
keystone of language particular pedagogical
acquisition purposes

Objective

The goal in TBLT are ideally to


be determined by the specific
needs of particular learners.
Selection of tasks, according to
Long and Crookes (1993), should
be based on a careful analysis of
the real-world needs of learners.
The Syllabus
Conventional
Syllabus 
Nunan (1989)
suggests two types
of tasks
Task types in the Bangalore
Project

• Language 1. Diagrams and


structures 1. real-world formations
• Functions tasks 2. Drawing
• topics and 2. pedagogical 3. Clock faces
themes 4. Monthly calendar
• macro-skills
tasks 5. Maps
(reading, writing, 6. School timetables
listening, 7. Programs and
speaking) itineraries
• Competencies 8. Train timetables
• text types 9. Age and year of
• vocabulary birth
targets 10. Money
Types of learning and teaching
activities
Willis
(1996) 
Pica, Kanagy, and
Falodun (1993)
Other characteristic of task

1. One-way or two-way
2. convergent or
1. listing divergent
1. Jigsaw tasks
2. ordering and 3. collaborative or
2. Information-gap competitive
sorting
tasks 4. single or multiple
3. comparing
3. Problem-solving outcomes
4. problem
tasks 5. concrete or abstract
solving
4. Decision- language
5. sharing 6. simple or complex
making tasks
personal processing
5. Opinion
experiences 7. simple or complex
exchange tasks
6. creative tasks language
8. reality-based or not
reality-based
Roles of Learner and Teacher

Learner Roles  Teacher Roles

selector and sequencer of


group participant tasks

monitor preparing learners for


tasks
risk-taker and innovator

consciousness-raising

Pre-Task

The Task Activity

Post-Task
Pre-task activities

Learners take part in a preliminary activity that introduces the topic,


the situation, and the “script”.

Learners read dialogue on a related topic

Task activity

Learners perform a role play.

Post-task activity

Learners listen to recordings of native speakers.


Willis (1996) recommends a similar sequence of activities:

• Introduction to the topic and task : teacher explores the

Pre-task 
topic with the class highlights useful words and phases,
helps students understands task instructions and prepare.

• Task : students do the task, in pairs or small groups. Teacher monitors.


• Planning : students prepare to report to the whole class (orally or in
writing). How they did the task, what they decided or discovered.
The task • Report : some groups present their reports to the class , exchange written
cycle reports and compare results. (students receive feedback on their level of
success on completing the task)

• Analysis : students examine and discuss specific features of the text or


transcript of the recording.
The
Language
• Practice : teacher conducts practice or new words, phrases and pattern
Focus occurring in the data, either during or after the analysis
List of Questions

Thank You

References

 Richard, Jack. 2001. Approaches and Method in
Language Teaching. Cambridge University: UK.

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