Task-based language teaching. Task-supported language teaching.

± Content is specified entirely in terms of the ± Content is based on a linguistic syllabus.

tasks to be performed (i.e. the tasks serve as Tasks serve as a means of providing
the basis for an entire language opportunities for practising pre-determined
curriculum). linguistic items.
± Tasks do not serve as stand-alone activities,
but they fit into the ‘production’ phase of a
traditional present-practice-produce (PPP)
methodology, serving as an ‘add-on to an
otherwise synthetic syllabus.
(Richards & Rodgers, 2014, 179-180)
 Learning is
Language
promoted by
learning is
activating
determined by
internal
learner internal
acquisition
factors
processes
Objectives Syllabus (Nunan, 1989)
• Young learners: general • Pedagogical tasks
communicative • Real-world tasks
competence
• Adult learners: based on
identified needs
 Teacher Roles
• Selector and sequencer of
tasks
• Preparing learners for tasks
• Consciousness raising

Instructional Learner Roles

Material Roles • Group participant
• Pedagogical materials • Monitor
(authentic tasks) • Risk-taker and
• Technology Innovator
Introducing the task
• Motivating learners to perform the task
• Preparing the learners through discussion
• Providing information on the performance phase

Supporting task performance

• Providing Interactional support
• Giving supportive interventions
• Combining focus on meaning and focus on form

The Post-task phase

• Reflection on the task and task accomplishment
• Focus on form