Book Review On Task-Based Language Teaching by David Nunan

Book Review on TBLT
Book Review on „Task-Based Language Teaching‟ by David Nunan
Sohom Roy Chowdhury
Department of Education
Rabindra Bharati University
Under the Supervision of
Professor Bharati Banerjee
April, 2018
Book Review presented to the Faculty of Rabindra Bharati University for
Coursework-Assessment regarding the Degree of Doctor of Philosophy in Education

Book Review on TBLT 2
Contents
Page No.
To whom it may concern 3
Bibliographic Information 4
Introduction 4
Purpose of the Book 5
Structure of the Book 5
Chapter-wise Discussion 6
Comments on the design 11
Discussion 11
Conclusion 14
References 15
Book Review on ‘Task-Based Language Teaching’ by David Nunan by Sohom Roy Chowdhury is licensed under
a Creative Commons Attribution-NonCommercial 4.0 International License.
To whom it may concern
At this moments of the presentation of my Book Review report, I remember with gratitude all
those who helped me make it possible: my fellow co-scholars & friends of the Education
Department, Rabindra Bharati University, well wishers & senior academics, some of whom only
I can mention here given the limitation of page and paper; which is no way undermines the
contributions of others, not recorded here, whose involvement remain like treasures, though
hidden from normal vision, studded in the innermost recesses of my heart.
I express my deep gratitude to Professor Bharati Banerjee, my project guide, not only for her
generous comments on the work, but her personal encouragement for which I have disturbed her
time and again.
Sohom Roy Chowdhury
Bibliographic Information:
Task-Based Language Teaching
David Nunan (Author)
Cambridge University Press
ISBN: 978-0-521-54947-9 Paperback
Call No: 418/NUN (British Council Library; Kolkata)
E-Book: David Nunan. Task-Based Language Teaching (Cambridge Language Teaching
Library) (Kindle Location 19). Kindle Edition.
Introduction:
The book, as per the author‟s testimony, gains its form as the second edition to Designing Tasks
for the Communicative Classroom (a project that began in the mid 80s). In fact it is the author‟s
endeavour to answer the queries related to what and how aspects of Task Based Language
Teaching. At the very onset Prof. David Nunan has presented different areas that are addressed in
due course so far as the chapter development of the book is concerned. A very brief chapter-wise
structure is also presented to have a clear understanding of the author‟s intention to deal with a
choice that is important both from the pedagogical perspective and teacher preparation for
dealing with the changing learning-teaching dimensions as well.
As per the prevalent practice the book reviews are planned to frame-out the whole topic within
limited pages and this practice varies as per the requirement of subjects. On this present occasion
the review has been done with a focus on various dimensions of Task Based Language Teaching
and thus, it includes discussions both the chapter-wise and overall concerns to delineate various
facets of the topic covered within the pages of the book.
Purpose of the Book:
Although it is not a very new concept still it needs to be analysed so far as the clarification and
implementation of TBLT concept in language learning-teaching procedure is concerned. The
main purpose of this book is therefore to provide a framework of some ideas about how Task-
Based Language Teaching can be implemented in language classes (both in EFL 1 & ESL 2
classes). The writer achieves this by:
 Drawing a clear-cut framework for TBLT

 Providing an empirical basis and models for implementation for TBLT.
 Clarifying the role of focus on form in TBLT
 Giving the practitioners some ideas about how to deal with the assessment procedure and
the related issues concerned.
Structure of the Book:
The book consists of eight chapters on different aspects of TBLT. Prof. Nunan refers to different
researchers‟ ideas before starting his own approach. This manner of proceeding provides the
reader with numerous insights into TBLT.
An overview of the chapters may provide a clear understanding of the contents—
Chapter Serial No. Chapter Title

Chapter 1. What is task-based language teaching
Chapter 2. A framework for task-based language teaching
1
EFL: English as a First Language
2
ESL: English as a Second Language
Chapter 3. Task components

Chapter 4. An empirical basis for task-based language teaching
Chapter 5. Focus on form in task-based language teaching
Chapter 6. Grading, sequencing and integrating tasks
Chapter 7. Assessing task-based language teaching
Chapter 8. Tasks and teacher development
Appendix A. Approaches and methods- an overview
Appendix B. A unit of work based on the six-step procedure presented in Chapter
2.
Appendix C. A unit of work based on task/exercise typology in Chapter 5.
Appendix D. Graded activities for four macroskills
Contd. on next page
Appendix E. Common reference levels: self assessment grid
 Glossary
 Index
Chapter-wise Discussion:
Chapter 1: What is Task-Based Language Teaching:
This chapter is about the definition of “task” in relation to the general field of task design and
how communicative language teaching and TBLT are interrelated.
Prof. Nunan has presented a systematic development of content that helps the reader to
understand the Task and the prima facie of this development is to present a platform that deals
with the conceptual pattern of pedagogical task. This kind of beginning is necessary as it
provides a clear notion regarding the technical term by making a distinction between pedagogical
and non-pedagogical tasks that may help the ardent reader to focus easily on the subject
concerned. The description of curriculum that Prof. Nunan has taken largely came from
Stenhouse [Lawrence Stenhouse (1975)]. He draws distinctions between three notions of
curriculum— as plan, as action and as outcome. The first notion includes the tripartite division of
syllabus design, methodology and evaluation; the second one deals with the classroom realities;
the third one finds its expression in the students‟ learning. This notion of curriculum helps the
argument to slide through the idea of Communicative Language Teaching (CLT) and by
presenting this idea Prof. Nunan states in favour of including both content and process in the
curriculum. A brief accumulation of ideas regarding CLT as a philosophical process and TBLT as
a realisation of this process supports the authors view.
Prof. Nunan also describes Experiential Learning as a conceptual basis for TBLT. He deals with
David Kolb‟s concept, “Learning is the process whereby knowledge is created through the
transformation of experience” (Kolb, 1984, p. 38). The application of experiential learning on
language teaching provided by Kohonen (1992) can be considered as a theoretical framework for
TBLT.
An obnoxious chasm created between the policy and practice and that may happen to any
concept. The practical sphere makes various interpretations of theory and often times it cages the
old practices in certainly new wrapper. He also focuses on role of the learner, the learning
process along with the learning content and tries to view the possibility to introduce elements of
a truly learner-centric curriculum.
Chapter 2: A Framework for Task-Based Language Teaching:
Starting with Halliday‟s macrofunctions of language, this chapter delves deep into the framework
of TBLT by exploring the notion of pedagogical task. A framework that is provided by Prof.
Nunan is given below—
Real-world/ target tasks
Enabling skills
Pedagogical tasks
Language exercises Communicative Activities

Rehearsal Activation
tasks tasks
Fig 1: A framework of TBLT (Nunan, 2011)
A task based syllabus enables the students to get the flavour of naturalistic recycling. An
instructional sequencing to carry out tasks is necessary and Nunan provides a six-step
procedure—
 Schema building
 Controlled practice
 Authentic listening practice
 Focus on linguistic elements
 Provide freer practice
 Introduce pedagogical task
The underlying principles of the sequencing task are of seven in quantity.
 Scaffolding
 Task dependency
 Recycling
 Active learning
 Integration
 Reproduction to creation
 Reflection
Chapter 3: Task components:
Exploration of elements that make up a task is elaborated here. Starting from earlier approaches
taken up by Shavelson & Stern (1981), Candlin (1987) and Wright (1987), Prof. Nunan has
presented his very own conceptualisation regarding the minimum specification of tasks. These
elements include goals, input data, procedures, teacher and learner roles and task settings.
The relationship between real world and pedagogic tasks, task and text authenticity and learning
strategies in TBLT are also touched on. A brief description of task types comes out here as a
handy reference. Here one can find the characteristics of information-gap activity, reasoning-gap
activity and opinion-gap activity as opined by Prabhu (1987) for the first time. There is a list of
activities to suit the learners‟ need. The argument is supported by the typology of pedagogical
tasks put forward by Richards (2001:162) and Nunan (1999). A critique of skill development
strategies presented by Grellet (1981) and Lai (1997) is provided here to help the readers to
reflect on the process as a whole.
Chapter 4: An empirical basis for task-based language teaching:
This chapter starts with the discussion about Krashen‟s four hypotheses under the head Early
psycholinguistic models. The researches that are explored here are from renowned practitioners
and researchers like Merrill Swain (1985) who presented the concept of „output hypotheses‟.
Long‟s (1985) review on the same matter regarding second language acquisition is also
examined in due course. The important issue of task difficulty is also examined by exploring
different factors making one task more difficult than another. These reviews help the readers in
cognition regarding the negotiation of meaning which contributes in establishing relations
between task types, cognitive complexities and second language acquisition. (Nunan,2011)
Chapter 5: Focus on form in task-based language teaching
Here the author deals with a concept proposed by Long (1988). Focus on form is an approach
to language education in which learners are made aware of the grammatical form of language
features that they are already able to use communicatively. In dealing with that the author makes
a distinction between focussed and unfocussed tasks. A variant of focused task i.e.,
Consciousness-raising task, as proposed by Ellis (2001) is also illustrated with apt examples.
Nunan has presented an instructional sequence where focus on form can be used as a successful
strategy to deal with learners‟ need. The need of a communicative classroom is also analysed for
a better understanding of the topic.
Chapter 6: Grading, sequencing and integrating tasks:
The author appropriately discussed here the need of proper grading and sequencing of the course
contents to support the learning procedure followed in the class. The necessity of this
development of tasks is indeed important for a proper delivery of the course content in any level.
Prof. Nunan has proved his mastery over the content and taking a several interrelated factors like
into consideration. The second part of the chapter deals with schemes for doing proper
sequencing of tasks regarding topic-based, theme-based and project-based directives, helping to
provide a ready reckoner for designing the activities in a learning-teaching system.
Chapter 7: Assessing task-based language teaching:
The purpose of this chapter is to deal with the ideas relating to assessment to have a clear picture
of the assessment procedure as a whole. Prof. Nunan has successfully integrated the concept of
TBLT with the criterion of assessment techniques helping to develop a process that supports
language learning. Some practical tools such as performance scales, portfolios and production
tasks are explored in due contexts. In the latter part of the chapter one can find Criteria for
assessing learners‟ performance regarding the system of language learning. The process should
involve direct assessment, focus on specific objectives and it should be formative and criterion
based in nature.
Chapter 8: Tasks and teacher development:
An important area in each and every approach known to this very day is the constituent of
teacher /practitioner development. Here Prof. Nunan has presented his conceptions regarding
teacher preparation through a number of ways. A pertinent design of in-service workshop is
presented to deal with the changing curriculum issues. „Tasks can also be used as a point of
departure for small scale classroom research projects by teachrers themselves‟ and such practice
would definitely help them to delve deep in the process of task-based learning as a whole.
Comments on the design:
The book is a ready reckoner for language teachers intending to explore TBLT in detail. It
includes an overview at the beginning and a summary at the end of each chapter, which makes
the thread easy to follow. The appendices including various task types and practical applications
are also presented at the end part to have a clear understanding of the topic concerned. Prof.
Nunan provides the readers with a glossary of terms used in the book to clarify their meaning.
“Reflection boxes” in each chapter enables both the author and reader interact and provide the
readers with the section for brainstorming to deal with the similar issues in their practical cases.
The book has also been helpful in some discontented areas such as the place of grammar and
assessment in TBLT. There is a clarification of focus on form technique which (although describe
by the author as „weak interpretation‟) advocates a focus on “form” as well as “meaning”. As a
person who definitely believes that “form should be focused along with the meaning”, learning
this comforted the reader and enabled them to look at TBLT from a different perspective.
It is to be noted that the presentational technique in this book is different from other
methodology books. The author‟s standpoint is presented although it is not enforced. These ideas
are supported by the researches from other practitioners. Therefore, it is up to the reader to
choose the best one to make use of in her/his own context.
Discussion:
The word „Task‟ is originated from a French word tasque, which meant a duty, a tax, or a piece
of work imposed as a duty. Tasque originated from the Latin taxāre, to evaluate, estimate, or
assess (Barnhart 1988, p. 1117). This suggests a task is externally imposed and might be
involving a great deal of effort and responsibility (Oxford 2006).
The Activity theory propounded by Vygotsky and his associates pose an important question
“What is the individual or group doing in a particular setting?” (Oxford 2006). In any instructional
setting a task thus consists of the instructional dimensions that the teacher gives learners for
learning—it is thus a kind of behavioural framework that helps the learning process. Thus an
activity is what a learner does after getting the instructions and it can be scaled down to the
concept of behaviour that comes out from the learners when a particular task is presented
forward.
One issue must be presented here. The globalised pattern of the world is indeed engulfing in
nature and added to this is the impact of the new era of digital and commercial outlook. Every
new medium brings with it a wide array of possibilities which sometimes proved to be quite far-
reaching after its cradle period is over. Today‟s Digital Age or whatever it may be called, seems
to be still in its babyhood and we are already experiencing what might be the outcome of it. This
change is sometimes atypical in nature and the impact is obviously greater because of the ways
production, appreciation and dissemination of information undergoing massive changes. The
same is true of language teaching. Although the idea of TBLT is not new, still it shows
dimensions to be explored with the swing of time and the nature of people‟s demand. „People
have always learned languages for economic reasons, but in a post-industrial economy system it
has been argued that the linguistic skills at all levels take on new importance. „Communication
skills‟ and the new literacies demanded by new technologies, as well as competence in one or
more second/foreign languages, all represent valuable „linguistic capital‟, to use Pierre
Bourdieu‟s (1991) term. Some commentators have suggested (e.g. Heller 1999a) that languages
are coming to be treated more and more as economic commodities, and that this view is
displacing traditional ideologies in which languages were primarily symbols of ethnic or national
identity‟ (Block and Cameron, 2002). But the cultural dimensions are also to be considered in
order to grasp the meaning out of a language system. The globalised sense begets a practice of
dealing with a synthesis of cultures that helps to authenticate the language learning scenario in
particular. Hence the TBLT would be helpful enough as it incorporates a transformation from real
world tasks to pedagogical tasks that would definitely be a positive learning approach so far as
the language learning process is concerned.
A parallel of this book is available in plenty on the discipline. But the subject content
have a close connection with the development of content in Mike Long‟s book Second Language
Acquisition and Task-Based Language Teaching (2015). In this book the TBLT concept is
discussed in an elaborate manner with all possible junctures where the theory and the practices
would meet. A through chapter is dedicated to Syllabus design which area is elaborated by Prof.
Nunan in his book Designing Tasks for the Communicative Classroom (1996). Long‟s book deals
with a very pertinent question Does TBLT have a future? As he explains himself “TBLT is a
work in progress. It is not the only task-based approach and it may turn out not to be the best one”
(p. 374). Although advocating in favor of TBLT, Long ends his book by emphasizing that for
more research need to be conducted to understand the ongoing classroom processes that would
definitely be the directives for further development of TBLT. Long‟s book is also varied while
dealing with the SLA and the Fundamental LT Divide. Here the author delineates a clear portrait
of synthetic and analytical approaches which eventually deals with the pertinent discussion on
Focus on Form. The Philosophical Underpinnings is also important to have a clear picture of
Instructed Second Language Association. On the Part Two of this book one can find detailed
discussion about task based need and means analysis according to the learners‟ diversity which
paved the path of Identifying target tasks and Analysing Target Discourse. As posed by the author,
“TBLT attempts to make the connection between the internal, cognitive and external, social
dimensions of tasks in several ways” (p. 179) and due to this characteristic, it contributes to
understand how language is used to accomplish tasks (D‟Ely and Farias, 2016)
Conclusion:
In today‟s situation the learning system badly needs something that foster the way of better living.
Education system may be proved immensely helpful as it has the capacity to nurture people
focusing on both their inner and outer nature. The language learning process is of no exception in
this case. Thus the importance of learning is great in creating sustainability and undoubtedly, it is
one of the most effective medium to impart values and morality that can fabric the mental
framework with so many shades that could easily weaken the daily hackles of life. If the
promotion of intellectual educative processes with proper inculcation of task is practiced then it
would be of immense helpful to facilitate the next generation with a world that has a unique
solidarity to make the life worth living.
References:
1. Nunan, D. (2011). Task-Based Language Teaching (Cambridge Language Teaching
Library). Cambridge: Cambridge University Press
2. Block, D., & Cameron, D. (2002). Globalization and Language Teaching. London:
Routledge.
3. Nunan, D. (1996). Designing Tasks for the Communicative Classroom (Cambridge
Language Teaching Library). Cambridge: Cambridge University Press.
4. Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. 1.
ed. Oxford: Wiley-Blackwell.
5. Izadpanah, S. (2010). A study on Task-based Language Teaching: From theory to practice,
US-China Foreign Language, Volume 8, No.3 (Serial No.78), ISSN 1539-8080.doi:
10.1.1.463.7099.
6. Motlagh, F.A., Jafari, A.S., Yazdani, Z. (2014). A General Overview of Task-based
Language Teaching (TBLT), from Theory to Practice. International Journal of Language
and Linguistics. Special Issue: Teaching English as a Foreign/Second Language. Vol. 2,
No. 5-1, 2014, pp. 1-11. doi: 10.11648/j.ijll.s.2014020501.11
7. Mao, Z. (2012). The Application of Task-based Language Teaching to English Reading
Classroom. Theory and Practice in Language Studies, Vol. 2, No. 11, pp. 2430-2438. ISSN
1799-2591. doi:10.4304/tpls.2.11.2430-2438.
8. Cartwright, L. T. (2014). Analysis of the Task-Based Syllabus: Strengths, Weaknesses, and
the Case for its Implementation. Retrieved from
https://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/sylabusandmaterials/M3-Townsend-Cartwright.pdf
9. Ellis, R. (n.d.) The Methodology of Task-Based Teaching. Retrieved from:
https://www.kansai-u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdf
10. Ferdousi, S.A. & Munira,S. (n.d.). A Study of TBLT Approach: An Experiment of Sample
Lesson and Preparing Lesson Plan for EFL Classroom. UITS Journal Volume: 1 Issue: 2.
Retrieved from: https://www.uits.edu.bd/research/journal/v1i2/9-TBLT.pdf

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Book Review on TBLT

Book Review on „Task-Based Language Teaching‟ by David Nunan

Sohom Roy Chowdhury

Rabindra Bharati University

Under the Supervision of

Professor Bharati Banerjee

Book Review presented to the Faculty of Rabindra Bharati University for

Coursework-Assessment regarding the Degree of Doctor of Philosophy in Education

To whom it may concern

hidden from normal vision, studded in the innermost recesses of my heart.

time and again.

Sohom Roy Chowdhury

Task-Based Language Teaching

David Nunan (Author)

Cambridge University Press

ISBN: 978-0-521-54947-9 Paperback

Call No: 418/NUN (British Council Library; Kolkata)

E-Book: David Nunan. Task-Based Language Teaching (Cambridge Language Teaching

Library) (Kindle Location 19). Kindle Edition.

dealing with the changing learning-teaching dimensions as well.

facets of the topic covered within the pages of the book.

Purpose of the Book:

implementation of TBLT concept in language learning-teaching procedure is concerned. The

classes). The writer achieves this by:

 Drawing a clear-cut framework for TBLT

Structure of the Book:

reader with numerous insights into TBLT.

An overview of the chapters may provide a clear understanding of the contents—

Chapter Serial No. Chapter Title

Chapter 3. Task components

Chapter 1: What is Task-Based Language Teaching:

how communicative language teaching and TBLT are interrelated.

Stenhouse [Lawrence Stenhouse (1975)]. He draws distinctions between three notions of

a realisation of this process supports the authors view.

transformation of experience” (Kolb, 1984, p. 38). The application of experiential learning on

a truly learner-centric curriculum.

Chapter 2: A Framework for Task-Based Language Teaching:

Nunan is given below—

Real-world/ target tasks

Language exercises Communicative Activities

Fig 1: A framework of TBLT (Nunan, 2011)

Chapter 3: Task components:

reflect on the process as a whole.

Chapter 4: An empirical basis for task-based language teaching:

cognition regarding the negotiation of meaning which contributes in establishing relations

Chapter 5: Focus on form in task-based language teaching

a better understanding of the topic.

Chapter 6: Grading, sequencing and integrating tasks:

sequencing of tasks regarding topic-based, theme-based and project-based directives, helping to

provide a ready reckoner for designing the activities in a learning-teaching system.

Chapter 7: Assessing task-based language teaching:

Chapter 8: Tasks and teacher development:

teacher preparation through a number of ways. A pertinent design of in-service workshop is

Comments on the design:

by the author as „weak interpretation‟) advocates a focus on “form” as well as “meaning”. As a

choose the best one to make use of in her/his own context.

involving a great deal of effort and responsibility (Oxford 2006).

production, appreciation and dissemination of information undergoing massive changes. The

the language learning process is concerned.

solidarity to make the life worth living.

1. Nunan, D. (2011). Task-Based Language Teaching (Cambridge Language Teaching

Library). Cambridge: Cambridge University Press