Task-Based Language Teaching (TBLT) is an innovative and interactive way for students to learn a new language. It is a form of instruction that has become increasingly popular in classrooms around the world, as it allows students to actively participate in the learning process.
In comparison to traditional language teaching methods, such as grammar-translation, TBLT offers a number of distinct benefits. Firstly, it allows teachers to employ a more communicative approach to language learning that focuses on real-life interactions. Students are encouraged to use the target language to solve everyday problems, encouraging them to learn through meaningful practice. This type of instruction also gives learners more opportunities to practice their listening and speaking skills, which are often lacking in traditional language learning methods.
In addition, TBLT allows teachers to be more flexible in the classroom. Unlike traditional methods, which often rely on rigid lesson plans, TBLT provides teachers with the opportunity to adjust their teaching based on the needs and interests of their students. This makes it easier for teachers to tailor instruction to the individual needs of their students and make the learning process more enjoyable and engaging.
What is TBLT?
TBL differs from traditional learning methods in that it doesn’t focus on the usual language targets like grammar, pronunciation, vocabulary etc. In TBLT, communication is used to solve an information gap – information is in one place such as online or in a magazine, or with a person, like a Tourist Information Officer or a shop assistant. The learner needs to get the information using communication in the target language to get it. The problem is solved when the transfer of information is complete, so success is not measured in the acquisition of linguistic features, but in completion of the task.
How to know if a task is TBLT:
1 Does the activity engage learners” interest?
2 Is there a primary focus on meaning?
3 Is there an outcome?
4 Is success judged in terms of outcome?
5 Is completion a priority?
6 Does the activity relate to real world activities?
The more confident the teacher is that the answer to most of these questions is yes, the more task-like the activity is likely to be. Tasks can be written, listening, reading as well as spoken.
TBLT Syllabus
There are 2 main types of syllabus: Task-Based and Task-Supported. The syllabus of a Task-Based course uses tasks as key units. Both syllabus and assessment are specified in terms of tasks, and tasks are ordered in the syllabus by the syllabus designer. In Task-Supported courses, tasks are important but are not the main unit of syllabus design. The key unit here could be grammar, vocabulary, etc.
While the focus is on meaning, TBLT can provide the opportunity for focus on language. How? Teacher can make note of errors and use the most common ones to set class ‘outcome goals’ later. Corrective feedback could also be given during the task.
Advantages
What are the advantages to TBL over other TEFL methods?
Motivation stems from how relative tasks are to learners’ lives
Teachers can ask students what’s relevant to them and build class content based on feedback (needs analysis)
Teachers can easily see which students are active and which are not participating
Inbuilt flexibility – learners of different levels will find ways to complete the task that are appropriate for their level
Learners will be prompted to identify ‘holes’ in their language ability that they will be motivated to fill
Repeating the ask, with language gaps filled, gives highly motivating feedback to learners
TBL is learner-focused, not teacher-focused, and learning is more effective in this way
Class Structure
Pre-Task Stage
Preparing learners for the task. Teacher highlights relevant language or grammar. Content preparation relates to the context in which the task is set. Can include allowing learners time to plan their dialogue
During-Task Stage
Teachers may give feedback, or remain passive and observant.
Post-Task Stage
Here, the class can focus on language or content relative to the completed task. The teacher can ask learners to repeat the task in front of class. Presenting helps learners focus more on being correct than getting the task done. Reporting on outcomes by learners is helpful. The teacher can ask learners about the process, what they did well, where they need to improve, etc. Grammar and vocabulary exercises help reinforce required language. Brainstorming ways to ‘fill the gaps’ in knowledge help learners further focus on the language items required by the task.
TBLT enables students to develop language skills in a holistic manner. Unlike traditional methods, which often prioritize one skill over another, TBLT provides learners with the opportunity to develop all four language skills – reading, writing, speaking, and listening – in an integrated manner. This gives learners a more well-rounded and comprehensive understanding of the target language.