Task-Based Language Teaching (TBLT) is a method of teaching languages that puts tasks at

the center of instruction. It's a natural progression from Communicative Language Teaching,
which emphasizes real communication and meaningful language use. In TBLT, the focus is
on engaging learners in activities that have real-world relevance and meaning to them.

- Real communication activities are crucial for language learning.

- Tasks that involve using language to accomplish meaningful goals help learners learn better.

- Using language that's relevant and important to learners enhances the learning process.

Engaging in tasks promotes meaningful communication and activates learning processes.

According to TBLT, language learning happens not just by understanding input, but also by
participating in tasks where learners negotiate meaning and engage authentically with the
language.

The core beliefs of task-based instruction are:

- Learning is more about the process than the end result.

- The main emphasis is on activities and tasks that focus on communication and meaning.

- Learners acquire language through purposeful interaction while engaged in these activities
and tasks.

- Tasks can mirror real-life situations or be designed specifically for classroom learning.

- Tasks are sequenced based on difficulty, considering factors like learners' prior experience,
task complexity, required language skills, and available support.

Task-Based Language Teaching (TBLT) focuses on using tasks as the main building blocks
for teaching and learning. Tasks are activities where language is used to accomplish
something, like solving a problem or completing a project. They're all about real-world
communication, where success means achieving a goal just like you would in everyday life.
In TBLT, the goal is to engage learners in tasks that require them to understand, use, and
interact in the target language, focusing more on meaning than on grammar rules. Tasks
should be meaningful and self-contained language activities.

Simply put, Task-Based Language Teaching (TBLT) highlights four important aspects:

1. Understanding real-life tasks and how language is used in them.

2. Turning these tasks into teaching activities.

3. Carefully planning out how these activities will be taught.

4. Arranging the order of activities in the classroom.

These areas remain crucial in discussions about TBLT, evolving from individual tasks to
those emphasizing teamwork and communication.
In team performance, there are four main functions:

1. Orientation: Sharing and distributing necessary information among team members.

2. Organization: Coordinating actions to accomplish the task.

3. Adaptation: Adjusting performance to work together effectively.

4. Motivation: Setting goals and keeping the team motivated to finish the task.

Task-Based Language Teaching (TBLT) focuses on how people learn rather than just on
language rules. However, it's still rooted in some key ideas about language:

1. **Meaning Matters**: TBLT sees language as a tool for conveying meaning. It's not just
about memorizing grammar rules but about using language to express ideas and understand
others.

2. **Drawing from Different Models**: TBLT doesn't stick to one theory of language.
Instead, it borrows ideas from various language models like structural (focusing on grammar),
functional (emphasizing language use in different contexts), and interactional (highlighting
communication patterns).

3. **Importance of Vocabulary**: TBLT recognizes that knowing individual words isn't

enough. It's about understanding phrases, sentence structures, and how words work together.
Fluent language use relies on knowing these chunks of language, not just isolated words.

Tasks in language learning aren't just about doing activities; they're essential for both
understanding and using language. They keep learners engaged, motivated, and provide
opportunities to practice different language skills. Plus, tasks can be adjusted to suit learners'
abilities and target specific language areas, making learning more effective and enjoyable.

Nunan (1989) suggests that a syllabus might specify two types of tasks:

1. real-world tasks, which are designed to practice or rehearse those tasks that are found to be
important in a needs analysis and turn out to be important and useful in the real world

2. pedagogical tasks, which have a psycholinguistic basis in SLA theory and research but do
not necessarily reflect real-world tasks

Using the telephone would be an example of the former, and an information-gap task would
be an example of the latter.

Theme: planning a vacation

Tasks

– decide where you can go based on the “advantage miles”

– booking a flight
– choosing a hotel

– booking a room

Theme: application to a university

Tasks

– applying to the university

– corresponding with the department chair

– inquiring about financial support

– selecting the courses you want and are eligible to take, using advice from your adviser

– registering by phone

– calculating and paying your fees

Apart from choosing tasks for a TBLT syllabus, deciding their sequence is crucial. While task
difficulty is suggested as a criterion for ordering tasks, gauging task complexity itself poses
challenges.

In language learning, a task is like a learning mission. It's a structured activity designed to
help learners improve their language skills while engaging in meaningful communication or
problem-solving. Tasks can vary widely in complexity, from simple exercises to more
elaborate activities that require spontaneous interaction. Language tests are also considered
tasks. In Task-Based Language Teaching (TBLT), efforts have been made to categorize tasks,
which helps in designing and explaining them effectively.

In simple terms:

1. Jigsaw tasks: Putting together different pieces to make a complete picture, like solving a
puzzle where each person or group has a different piece of information.

2. Information-gap tasks: One group has some info, another has the missing part. They need
to share to complete a task.

3. Problem-solving tasks: Given a problem and info, find a solution. There's usually only one
correct answer.

4. Decision-making tasks: Given a problem with many solutions, pick one through discussion.
5. Opinion exchange tasks: Discuss and share opinions without needing to agree.

1. one-way or two-way: whether the task involves a one-way exchange of information or a

two-way exchange

2. convergent or divergent: whether the students achieve a common goal or several different
goals

3. collaborative or competitive: whether the students collaborate to carry out a task or

compete with each other on a task

4. single or multiple outcomes: whether there is a single outcome or many different outcomes
are possible

5. concrete or abstract language: whether the task involves the use of concrete language or
abstract language

6. simple or complex processing: whether the task requires relatively simple or complex
cognitive processing

7. simple or complex language: whether the linguistic demands of the task are relatively
simple or complex

8. reality-based or not reality-based: whether the task mirrors a real-world activity or is a

pedagogical activity not found in the real world

Student Roles

1. **Group Participant:** Students work together in pairs or small groups. This might be new
for some who are used to individual or whole-class work.

2. **Monitor:** Students observe how language is used during tasks. They pay attention to
both the message and the language structures used.

3. **Risk-taker and Innovator:** Students engage in tasks even if they don't have all the
necessary language skills. They practice restating, paraphrasing, and using non-verbal cues.
They also develop skills like guessing from context and collaborating with peers.

Teacher Roles

Simply put:

1. **Task Selector and Sequencer:** The teacher's main job is to choose, adjust, or create
tasks and organize them in a way that matches the students' needs, interests, and language
abilities.
2. **Preparing Learners:** Before starting new tasks, it's recommended to prepare learners by
introducing the topic, explaining instructions clearly, teaching or reviewing relevant
vocabulary, and demonstrating part of the task process.

3. **Consciousness-Raising:** In TBLT, learners should pay attention to language features

during tasks, known as "Focus on Form." This includes techniques like pre-task activities to
focus attention, exploring texts, exposure to similar tasks, and highlighting relevant material.

Pedagogic materials are essential for Task-Based Language Teaching (TBLT) as they provide
the tasks for classroom activities. These materials can include textbooks, teacher resource
books, multimedia resources, task cards, and real-life objects and situations. TBLT favors
authentic tasks supported by authentic materials whenever possible. For example, using
newspapers, television, and the internet can provide students with real-world language
learning experiences. This might involve activities like analyzing newspaper sections, taking
notes during a weather report, or conducting research online.

realia refers to using authentic materials in language learning. TBI proponents prefer real-life
tasks supported by real-life materials whenever possible. For instance, using newspapers,
television, and the internet can provide students with genuine language learning experiences:

Newspapers:

Students analyze a newspaper, identify its sections, and propose new sections.

They create a job advertisement using examples from the classifieds.

They plan their weekend entertainment based on the entertainment section.

Television:

Students take notes during a weather report and create a weather map.

They identify "hype" words in an infomercial and create their own ad.

After watching a soap opera episode, they list characters and their relationships.

Internet:

Given a book title, students compare prices from different online booksellers.

They search for an inexpensive hotel in Tokyo using various search engines.

Students chat online, respond to others, and rank the responses in a diary