Task-based Language Teaching TBLT

Task-based Language

Teaching

Prepared by :

Navideh Behroozpour

Hamed Lotfi

Advisor :

Dr. Sadegh Sadeghi

Versions of

Communicative Approach

• Weak Version:

It gives learners opportunities to practice LANGUAGE for communication.

“Learning to use a language”•Strong Version:

It asserts that LANGUAGE is acquired through communication.

“Using language to learn it”Howatt (1984)

Although these methods are different but what

these have in common is:

Types of Syllabi

Wilkins (1976)

Synthetic syllabi:

Comprise linguistic units: grammar, structures, vocabulary, functions, etc.

Units are ordered in a sequence from Linguistic Simplicity to Linguistic Complexity.

Analytic syllabi:

Learners work on relevant content text and the form of language according to their

purposes.

SLA supports analytic because : Shows that learners do not learn linguistic items one at a

time,

They induce linguistic information from the language samples they work on, and they

acquire language items only when they are ready to do so.

Both CBI and TBLT falls into the category of an analytic syllabus.

Task

Tasks are Meaningful, and in doingthem, students need to communicate.

Tasks have a clear Outcome so that theteacher and students know whether ornot the communication has beensuccessful.

Task

The central purpose we are concerned with

is language learning, and tasks present this

in the form of a problem-solving Negotiation

between knowledge that the learner holds

and new knowledge.Candlin and Murphy (1987)

“

”

TBLT is another example of the Strong

Version of the communicative

approach, which means language is

acquired through use.

(It means that, students learn language when they

need it to accomplish the task.)

Before starting the discussion on the Task-based Language Teaching, to

understand what would have been done in real class activity, we have prepared a

video of Task-based Language Teaching.

Video

USA, International immigrant language learners’ class, 7min.

Task based learning is a different way to teach

languages. It offers to the students an

opportunity to use the target language as they

would do in everyday life using their own one. The

task is an activity in which students use the

language to achieve a specific outcome.

To plan a TBLT lesson we should follow

these stages.

Pre-task: The teacher introduces the topic and gives clear

instructions for the task

Task: Students complete a task in pairs or groups using the language

resources that they have.

Planning: Students prepare a short report to tell the class what

happened during their task.

Report: Students then report back to the class orally or read the

written report.

Analysis: The teacher then highlights relevant parts from the text of

the recording for the students to analyze.

Practice: Finally, the teacher selects language areas to practice

based upon the needs of the students and what emerged from the

task and report phases.

TBLT has some

clear advantages:

The students are free of language control; they must use all their

language resources.

A natural context is developed from the students' experiences with

the language that is personalized and relevant to them.

The language explored arises from the students' needs.

It is a strong communicative approach where students spend a lot

of time communicating.

It is enjoyable and motivating.

The activity reflects real

life and learners focus on

meaning; they are free to

use any language they

want. Playing a game,

solving a problem or

sharing information or

experiences.

Methodology

The teacher will give the topic that is going to be treated.

He/she will offer some ideas on how to do things.

He/she can show a model to make their ideas clearer.

Children will collect information and materials.

They will work in groups in class, with the guidance of the teacher.

Finally, they will show their projects to the rest of the class.

End

Thank You So Much