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Task-Based Language Learning Overview

Task-based language learning (TBLL) uses meaningful tasks to promote social interaction and learning. Tasks are activities with a focus on meaning, used to simulate real-world language use. Successful task completion is evaluated based on achieving an outcome. The core principles of TBLL are that meaning is primary, tasks provide input and output practice, and social interaction is emphasized through engaging tasks. A TBLL syllabus focuses on tasks and competencies rather than just language structures. Common task types include information gap, problem-solving, and opinion exchange activities.

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Fernanda Peralta Fajardo
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727 views24 pages

Task-Based Language Learning Overview

Task-based language learning (TBLL) uses meaningful tasks to promote social interaction and learning. Tasks are activities with a focus on meaning, used to simulate real-world language use. Successful task completion is evaluated based on achieving an outcome. The core principles of TBLL are that meaning is primary, tasks provide input and output practice, and social interaction is emphasized through engaging tasks. A TBLL syllabus focuses on tasks and competencies rather than just language structures. Common task types include information gap, problem-solving, and opinion exchange activities.

Uploaded by

Fernanda Peralta Fajardo
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

TASK BASED LANGUAGE LEARNING

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Background of TBLT
Tasks are the core of the language learning and teaching

process(Willis 1996)
Communicative activities are essential The use of meaningful task and language which promote

learning.
Process more important that product Social interaction throught engaging tasks. REAL LIFE

ACTIVITIES

TASKS
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PEDAGOGICAL ACTIVITIES

What tasks are


Tasks are activities which have

meaning as their primary focus. success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real life use.( Skehan 1996b:20)
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What tasks are


A communicative task is a piece of

classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.(Nunan 1998: 10)
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THEORY OF LANGUAGE
Meaning is primary (skehan 1998: 98)

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LEXICAL UNITS ARE ESSENTIAL


RECEPTION

PRODUCTION

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IS THAT TRUE THAT OMAR IS CALLED THE

ANACONDA?? ?

I DONT KNOW BUT.I SAW HIM PISSING. THAT WAS AMAZING

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THEORY OF LEARNING
TASKS PR0VIDE INPUT AND OUTPUT

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IM SO MOTIVAT ED BECAUSE PROMOTE MOTIVATION OF THE TEACHER

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D E S I G N

Objectiv es Goals in TBLT are ideally to be determined by


the specific needs of particular learners.

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D E S I G N

The syllabus Syllabus Conventional TBLT


Syllabus
Language structures Functions Topics and themes Macro skills Competencies Text types Real-world tasks: (telephone) Pedagogical tasks: (Gap information)

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D E S I G N

Types of Learning and Teaching Activities


Description s:

A language learning task can be regarded as a springboard for learning work. It is a structured plan for the provision of opportunities for the refinement of knowledge and capabilities entailed in a new language and its use during communication. (Breen, 1987, p.26)

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Prabhu said that a task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process (Prabhu, 1987, p. 17)

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Crookes defines a task as a piece of work or an activity, usually with a specified objective, undertaken as a part of an educational course, at work, or used to elicit data for research (Crookes, 1986, p. 1)

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Willis labels her tasks examples as follows:


1. 2. 3. 4. 5. 6.

Listing Ordering and sorting Comparing Problem solving Sharing personal experiences Creative tasks

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Pica, Kanagy, and Falodun (1993)


1. 2. 3. 4. 5.

Jigsaw Tasks Information gap tasks Problem solving tasks Decision- making tasks Opinion exchange tasks

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Selector and sequencer of tasks Preparing learning for task Consciouness-raising

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The role of instructional materials


Pedagogical materials Realia

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Procedure
Basic social survival transactions Face to face informal conversations Telephone conversations Interview on the campus Services encounters

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Role - play
Pretask activities Task activities

Posttask activities

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Language focus
Analysis

Practice
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References
Jack C Richards and Theodore S. Rodgers.

Approaches and Methods in Language Teaching second edition. Cambridge university press.

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W e ad a d. pp re ci at e

yo ur

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