Task-Based Language Teaching (TBLT)

This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition.

Key words: task-based language teaching and learning, task-based approach, cooperative approach, cooperative learning, mixed methodological model, mixed methodology, face to face method, teaching module, linguistic and communicative competence.

Task-based language teaching (TBLT) is an instructional approach that aims to develop learners’ communicative competence and focuses on the use of tasks as the main unit of instruction. The aim of this study is to investigate the effectiveness of strong and weak versions of TBLT approach over more traditional approaches in improving reading comprehension of Iranian elementary-level EFL learners. Moreover, the distinction between the strong and weak versions of this approach is taken into account in order to investigate which version is more beneficial over the other version. To achieve the objective, 90 male learners in the 15-17 age range who were studying in an institute in Rasht were selected. The findings showed that utilizing both versions of TBLT approach can provide tremendous opportunities for learners to enhance their reading comprehension compared to traditional language teaching methods. More specifically, the results of this study revealed that the use of the weak versio...

This Paper is about critical of Rahmah Fithrian Ph.D. discourse. The aim of this paper is want to show the purpose, advantages, and disadvantages of the Rahmah Fithriani Ph.D. discourse which entitle "Task-Based Language teaching in Grammar Instruction: A Review of Literatur"

Task-based language teaching (TBLT) is a pedagogical approach that involves identifying real-world tasks that learners need to be able to do in the target language and then developing classroom-appropriate, context-specific versions of these tasks. In this paper, we use Long's methodological principles for TBLT to evaluate a task-based approach within two Indigenous language-teaching contexts: the Cinco Mercados Zapotec classroom in Oaxaca, Mexico, and a workshop for teachers of Salish Qlispe in the state of Montana. Throughout the article, we give special consideration to issues of investment in the target language, expanding on Norton's definition of language learner investment to argue that teacher and community investment in the language and language revitalization process are critical to the successful implementation of TBLT in Indigenous contexts. This advance online version may differ slightly from the final published version © The Canadian Modern Language Review/La Revue canadienne des langues vivantes, doi:10.3138/cmlr.4051

Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.

Présentation de l'éditeur:
Comment faire de l’enseignement-apprentissage d'une langue étrangère un ensemble vivant, motivant et porteur de sens ?
Comment créer la dynamique nécessaire à l'acquisition d'une langue étrangère, tout en intégrant les nouveaux programmes ?
Cette édition, entièrement revue, fait le lien entre théories didactiques et pédagogie de terrain par des exemples concrets et des exercices corrigés : pédagogie actionnelle, construction de scénarios, auto-évaluation des élèves, utilisation des TICE, intégration de l'objectif culturel...
À la fois guide pédagogique pratique et outil de référence théorique incluant les questionnements récents qui animent la recherche en didactique des langues, cet ouvrage se destine tant aux enseignants en poste et aux formateurs, qu’aux étudiants en ESPE. Ils y trouveront des clés pour une pédagogie de l'anglais réussie et renouvelée.

Lien vers l'ouvrage: https://www.amazon.fr/Enseigner-langlais-Kathleen-Juli%C3%A9/dp/2016253193/ref=sr_1_1?s=books&ie=UTF8&qid=1495134085&sr=1-1&keywords=Enseigner+l%27anglais+Perrot

This article reports the findings of an action research project, which investigated how university students would respond to Task-based Instruction (TBI), with the primary aim to examine its sociocultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. A survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. The analysis revealed that a majority of students positively viewed TBI in terms of main themes that emerged from the data: Social Skills Building; Personal Development; Future Usefulness, with English Learning as a common sub-theme. Pedagogical implications, as well as suggestions for further research, are discussed based on these findings.

This paper aims to discuss and demonstrate how translanguaging can be a more realistic approach to dual language programme in addressing the issues of Malaysian students' lack of English competency. This is achieved by examining the recent literature on translanguaging and the past studies on ETeMS programme which was similar to the Dual Language Programme. The discussion mainly focuses on Malaysian primary education context. The Dual Language Programme is based on the principle that languages are separate entities. Critical subjects that are Science and Mathematics are to be taught in English instead of Bahasa Malaysia starting this year in a pilot project involving 300 schools. Options are given to school leaders and parents to choose between the two languages deem suitable in their contexts (Ministry of Education Malaysia, 2015). On the other hand, in translanguaging, no matter how many languages a person speaks, the linguistic knowledge possessed is regarded as one entity of linguistic repertoire from which the person selects strategically to communicate effectively (Garcia & Li Wei, 2014). For beginners or emergent bilinguals, the first language can be used to bridge the linguistic gap in the target language. This contradicts the traditional belief that English must be taught fully in English. Based on the literature review, translanguaging removes the anxiety in learning a new language and accepts the coexistence of other languages. The implication of adopting translanguaging in our education system is Bahasa Malaysia and English will have equal prominent status. English will no longer be seen as superior to Bahasa Malaysia and this will cease the grievances by those who feel the need to uphold Bahasa Malaysia against the perceived superiority of English in Malaysian education system.

In this paper, task-based language teaching (TBLT) and its relationship to task-based learning is investigated by drawing on teachers' pedagogic principles and practices as they relate to adopting, adapting, or rejecting TBLT in their classrooms. In particular, the paper seeks to discover the relevance of TBLT-related research and teacher education literature for experienced L2 teachers, the ways in which these published accounts are reflected in teachers' pedagogic principles, and how such principles and practices are combined with approaches other than TBLT. Four experienced UK-based ESL teachers were interviewed and observed in their classrooms a number of times. Based on case studies of these teachers, four TBLT-related pedagogical principles in their teaching are identified and discussed in the light of the interview and observational data.

The article illustrates the application of the task-based learning method during the second
semester of the academic year 2016/17 at Sichuan International Studies University in
Chongqing, China. The first part explains the theoretical assumption underlying the choice
of this method, in particular the need to reduce the gap of Italian language competence
between oral and written skills. The phases of the task method are then described together
with their impact on the habits of the study of Chinese students, highlighting positive results
and critical issues. The second part analyzes the written compositions created during the
semester by the second-year students and the results obtained in the acquisition of the
verb. In the last part is included, a brief collection of students' perceptions regarding the
task method.

La scaffolding instruction e lo sfonfo integratore nel CLIL
La scaffolding instruction e lo sfondo integratore sono tra le strategie didattiche che meglio consentono di porre in essere attività interattive, in un contesto complesso quale il CLIL, che  richiede approcci didattici innovati e fortemente interattivi, da veicolare usando diversi tipi di comunicazione, per guidare gli studenti verso una padronanza sempre maggiore della competenza linguistico-disciplinare, attraverso la costruzione autonoma del proprio sapere, saper essere, saper fare. Si tratta di strategie che si richiamano al paradigma psico-pedagogico del costruttivismo e del costruttivismo sociale, fondate sulla contestualizzazione dell’apprendimento in un contesto sociale autentico, che pone al centro del processo lo studente, per garantirgli un apprendimento significativo, con la finalità di centrare il processo di apprendimento sul significato e sulla dimensione pragmatica della lingua,  piuttosto che sul sistema formale del codice.

Learner engagement is crucial for ensuring the quality of learning experiences, and yet the study of 'task engagement' has received relatively little empirical attention in the language education domain. This article reports on a study exploring the factors contributing to learners' engagement and disengagement during task performance in an English as a foreign language classroom. Thirty-seven learners performed 10 different speaking tasks implemented over a 10-week period in a Japanese university task-supported classroom. The participants' engagement was measured using a post-task questionnaire on perceived levels of anxiety, confidence, focus and desire to speak. Learners' written self-report reflections revealed complementary in-depth qualitative data about the underlying factors behind their engagement or otherwise during speaking tasks. The results revealed a variety of learner-level, lesson-level, task-level and post-task-level factors contributing to learners' engagement and disengagement in tasks. Findings indicate that certain task features such as the nature and purpose of the tasks, task repetition, familiar and easier task topics led to successful engagement. On the other hand, lack of social cohesion and motivational baggage were reported as primary factors in determining learners' silences and disengagement in tasks. The authors offer pedagogical implications for teachers on how speaking tasks can be better implemented to enhance engagement in foreign language classrooms.

This paper details the experiences myself, as a teacher-researcher, had as I set a film-making project for my learners of English at a Japanese university. The blended learning project used a task-based framework and aimed to focus on the development of all language skill sets and was a resounding success. In the paper I provide practical advice for teachers thinking of doing something similar with their learners. 

To cite this article:
Tasseron, M. 2016. Making films in the language classroom. Modern English Teacher. 25(2), pp.31-33.

Like many EFL settings, Japan is often thought of as culturally homogenous and thus devoid of opportunities for Japanese to interact face to face with English speakers from other countries. While this is true to some extent, small international student populations do exist at many Japanese universities. This chapter demonstrates how, in the Japan context, tasks can be used to facilitate interaction between international and Japanese university students in the EFL classroom and how these task-based interactions lead to perceived language learning. Thirty- six Japanese EFL learners completed two oral collaborative tasks with either another Japanese EFL learner (intra-cultural interaction) or a non-Japanese English speaker (inter-cultural interaction). New linguistic items that were noticed and remembered during task performances were traced back to episodes of interaction. The results indicated that learners in both conditions are more likely to report learning items when they occurred in conjunction with language-related episodes (LREs) that were complex, resolved with uptake and focused on spelling and pronunciation. However, there were some differences between the groups. Inter-cultural interactions resulted in a higher percentage of reported learning from LREs than intra-cultural interactions. On the other hand, intra-cultural interactions resulted in a higher proportion of reported learning from preemptive LREs and incorrectly resolved LREs. Implications of these findings suggest that perceived learning may be enhanced if (1) learners are encouraged to resolve language issues in both written and spoken form during tasks, (2) self-reported learning charts are used as a post-task intervention and (3) learners are trained in interactional strategies that promote more complex discussions about language.

Teaching  English as a Foreign Language or as a Second Language implies the use of a whole linguistic approach that requires the use of various methods and techniques which are analytically provided in depth through the theories of psycholinguistics.  Considering that learning a foreign language may seem to be a complex task, a comparison between the Grammar Translation Method and Task-Based Language Teaching is intended to be analyzed throughout this essay so as to have a deeper view of its strengths, weaknesses and its possible outcomes. Nothing is ever definite, a method that works best for an X educator might not be equally effective for a Y educator. However, the method, technique or approach used should be geared towards the way a student best acquires the subject matter at task.

Task-based language teaching (TBLT) is an interactive, group-centered teaching methodology rooted in cognitive psychology. Numerous modifications have addressed linguistic forms (accuracy), meaningful communication, and negotiation of meaning. However, action research and SLA research alike has a tendency to "problematize" learners' activities when their negotiation for meaning falls outside of predicted learning outcomes (Allwright, 2003; cited in Hall, 2011, p. 184).  Sociocultural Theory (SCT) perspective offers solutions to many perceived limitations in TBLT, and should be incorporated more in TBLT research.  Furthermore, learners' agency, co-construction of meaning, and self-regulation in their environment are all features of SCT that hold particular promise in redefining TBLT for a more holistic perspective. This paper urges that SCT guide TBLT toward its potential to be a truly learner-centered framework.

يهدف هذا البحث الى برهان فرضية تقول أنه ليس من تعلُّم اللغة العربية إلاَّ باستيعاب مختلف الأفاهيم التي يقوم عليها تقعيد اللغة وذلك من خلال مقاربة معرفية متكاملة. لايكون هذا إلاّ باعتبار اللغة حقلًا افهوميًا ينمو بشكل متوازٍ مع قدرات المتعلم الأخرى.



لذلك فالجهد التربوي الذي نحن بحاجة اليه اليوم هو جهد يسعى الى الاحاطة بمختلف جوانب هذه المقاربة لتفعيلها على الارض برؤية جديدة بالكلية ان للمنهاهج أو لتعليمية العربية أو لارتباطها بالتطور الحاصل اليوم في تقنيات الاتصال.

This cross‐sectional study compares the discourse of
Japanese learners of English at different proficiency levels
with their native English‐speaking peers in completing six
communication tasks in order to better understand the
emergence of syntactic complexity in relationship to
developing second language (L2) proficiency. The study
investigates four clause combination strategies (coordination,
nominal subordination, adverbial subordination, and
relative subordination) in relationship to lexical selection
and compensation strategies in order to gain insight into
how and why syntactic complexity at the clausal and phrasal
levels varied between groups. Results indicate that the four
types of clause combination strategies investigated varied
systematically with proficiency level as argued in previous
theory and research and might be productively distinguished
in future analysis of L2 learner language. The study also identifies
how L2 noun phrase complexity was moderated by lexical
compensation. The results of the study have important
implications for the coding of syntactic complexity in L2
learner language.

Flow represents a state of complete involvement and heightened intensity that leads to improved performance on a task (Csikszentmihalyi, 1975, 1990). The notion of flow has the potential to provide worthwhile insights into the area of task engagement, yet the construct has received relatively little empirical attention by second language acquisition (SLA) researchers. This article uses flow theory to investigate the relationship between flow and engagement in second language (L2) use for inter-cultural and intra-cultural task-based interactions in a Japanese classroom for English as a foreign language (EFL). The study employed a quasi-experimental design in which learners in the inter-cultural group (n = 18) and the intra-cultural group (n = 18) completed five dialogic, oral tasks. Tasks were then repeated, during which time the intra-cultural group continued to perform the tasks with Japanese peers, while the inter-cultural group performed the tasks with international interlocutors (n = 18). Analysis of flow questionnaires and task transcripts showed that inter-cultural contact had a significant positive effect on flow and one aspect of engagement in L2 use (turn-taking). In terms of the relationship between flow and engagement in L2 use, inter-cultural task interactions had a significant positive correlation between flow and turns. The findings are discussed in terms of two pedagogical implications: the provision of inter-cultural contact in language classrooms and the flow-enhancing potential of task design features.

Torres, J., & Baralt, M. (2022). El enfoque por tareas en el aprendizaje del español como lengua de herencia. En D. Pascual y Cabo & J. Torres (Eds.), “Aproximaciones al estudio del español como lengua de herencia” (pp. 81- 96). New York: Routledge Press.

https://www.routledge.com/Aproximaciones-al-estudio-del-espanol-como-lengua-de-herencia/Cabo-Torres/p/book/9781138335691

El trabajo tiene como objetivo determinar qué funciones se atribuyen en la actualidad a alumnos y profesores en las aulas de ELE. En la primera parte se realiza una aproximación teórica tomando como punto de partida la aparición del enfoque comunicativo, que evidencia el protagonismo y la autonomía del aprendiz, así como la necesidad de convertir al profesor en un facilitador del proceso de adquisición de la lengua (Breen y Candlin, 1980; Richards, 2006; Martín Peris 2009). A continuación se presenta el aprendizaje por tareas como una propuesta metodológica afín a la evolución y transformación del papel desempeñado por alumnos y profesores en las últimas décadas (Zanón, 1990, 1999; Estaire, 1990, 2011), y se analizan los principales documentos institucionales que hoy en día rigen la enseñanza de ELE: el Plan curricular del Instituto Cervantes. Niveles de referencia (2006) y Las competencias clave del profesorado de segundas lenguas y lenguas extranjeras (2012). En la segunda parte del trabajo, de carácter práctico, se describen y comparan las experiencias didácticas llevadas a cabo con dos grupos de estudiantes de ELE en Letonia asignando papeles diferentes al profesor y a los alumnos. Las conclusiones (basadas en el análisis de los resultados de sus exámenes), legitiman el enfoque por tareas como un marco adecuado para que los discentes, guiados por el profesor, construyan por sí mismos su propio aprendizaje, logren una mayor asimilación de los contenidos teóricos y obtengan una capacitación más auténtica a la hora de transferir lo aprendido a situaciones comunicativas reales.

The present study investigates the effects of Task-Based Language Teaching on students' grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8 th grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there is homogeneity between experimental and control groups. The findings on the pre-test results of the students do not yield meaningful results; and the study, especially the instruction process of grammatical structures launches. At the end of the instruction process, a post-test is applied to students to evaluate whether the progress between pre and post-test results are meaningful or not. TBLT raises significantly the grammar knowledge of the experimental students. Task-Based Language Teaching in teaching grammar yields meaningful results compared to traditional language teaching method in this study.

Teachers are uneasy about taking a video material to the class for they fear whether it would get across to the students. This study, conducted in a regional-medium class of 24 students, during 6 periods, recounts a well-accepted activity based on an Indian-English Movie, Bride and Prejudice. The paper enumerates the pre-listening, listening and post-listening activities and stipulates the guidelines for designing an activity. The teacher-researcher puts forth a ‘Conscious input-output theory’ as a prerequisite for language acquisition, a theory whereby students receive the necessary input by listening and involving themselves in speaking activities to emerge with a functional output.

Tasks that promote a collaborative communication strategy may help learners produce more accurate and fluent language in conversation with foreigners. To develop my Japanese learners' awareness of this strategy, I designed a syllabus with a range of one-way tasks in which they practised making repairs to each others' communication breakdowns. Use of this strategy allowed increasing accuracy, fluency and discourse equality across two intercultural parties.

Task-based language teaching (TBLT) is an approach that differs from traditional approaches by emphasizing the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of TBLT. Split into five parts, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented , followed by a discussion on key pedagogic aspects-syllabus design, the methodology of a task-based lesson and task-based assessment. The final parts consider the research that has investigated the effectiveness of TBLT, address critiques and suggest directions for future research. TBLT is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive and updated reviews of relevant literatures of WM and SLA research in cognitive sciences and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for conducting working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book also proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific SLA domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude. The book should be of interest to researchers in both first and second language learning as well as working memory in cognitive psychology.

Since the emergence of Communicative Language Teaching (CLT), the belief that languages are acquired through communication has been a central tenet of language teaching methodology. This belief has continued to be central to the development of task-based approaches to language teaching that have built upon the ideas of CLT, its models of language learning and ideas of learner-centeredness. This paper considers strategies to maximize student communication within a task-based classroom environment and presents a case study into the use of pyramid discussions within a task-based classroom to maximize student communication. Working within Jane Willis' well-known task framework, this study shows how pyramid discussions can significantly help to increase student communication opportunities when compared to more traditional teacher-fronted approaches.

Task Based Language Teaching (TBLT) is indeed an approach where learning revolves around the accomplishment of meaningful tasks (Zakime, 2018). However, the aim of this paper is to review TBLT, an offshoot of Communicative Language Teaching (CLT), along with its implications for improving reading skill of students. In doing so, it discusses two notable features of TBLT: communicative language use, and 'learner-centered approach' to language teaching as opposed to more traditional 'teacher-dominated approaches'. Overall, it is a holistic approach. From theoretical perspective, psycholinguistic and sociolinguistic aspects TBLT are discussed briefly. The study found its primary framework from Willis' (1996) idea of TBLT that has been segmented into Pre-task, Task cycle, and Language focus. This framework is mainly delineated in terms of teaching reading skill. Finally, relevant findings of some studies on teaching reading based on TBLT are revealed.

The main aim of this research was to investigate the English language needs of journalists in Croatia. After reviewing the theoretical background about needs analysis (NA), a questionnaire was designed, piloted and administered to 78 journalists at several news agencies in Croatia. The convenience sample was used.
The results suggest that journalists use English to a great extent in they everyday work, and they are interested in improving it. The most important task they perform in English is reading articles. Translation skills are also frequently employed. Although the journalists are not frequently required to speak English, they want to improve those skills.
The methods applied and the findings concerning the needs of journalists in Croatia might also be relevant for other countries in Eastern Europe. Also, the results could serve as a background for designing a tailored English course for journalists.

This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners’ second language (L2) performance (2 first language [L1] Japanese learners of English;
2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner-generated (LGC) and teacher-generated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners
was in their self-reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. Based on the learners’ background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction.

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to