Read the learning material of Task based language teacging (TBLT),

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Name: Syahmina

NIM: 18018084

K4-2018

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a. TBLT refers to an approach based on the use of tasks as the core unit of planning and
instruction in language teaching.

b. Task are proposed as useful vehicles for applying these principles.

c. The role of tasks has received further support from some researchers in second
language acquisition

d. SLA research has focused on the strategies and cognitive processes employed by
second language learner

e. The key assumtions of task-based instruction are summarized by feez (1998; 17) as

 The focus on the process rather than product

 Basic elements are purposeful activities and tasks that emphasiza

comunication and meaning

 Learner lern language by interacting communicatively and purposefully while

engaged in the activities and tasks

 Activities and task can be eaither

 Activities and tasks of the task based syllabus are sequenced according to
difficulty

 The difficulty of task depens on a rangeof factor

Summary on TBLT

Task-based language teaching (TBLT) is a type of instruction that relies on the

use of authentic target language to do meaningful tasks. TBLT is also referred to as
task-based instruction (TBI) and can be considered a branch of communicative
language teaching (CLT). The notion of tasks is central to this type of instruction. The
assessment of learning is mainly based on task outcome and not only on the accurate
use of the target language. For this reason, TBLT is believed to be effective in
learning target language fluency and developing student confidence

1. Theory of language
a. Language is primarily a means of making meaning: TBLT considers
meaning as a central focal point in language teaching. The approach is
concerned with the outcome of tasks.
b. Multiple models of language inform task-based instruction: Structural,
functional and interactional models influence TBLT adherents.
c. Lexical units are central in language use and language learning: TBLT
considers vocabulary items to include not only individual words but also
phrases, sentence frames, collocations and prefabricated routines.
d. “Conversation” is the central focus of language and the keystone of
language acquisition: Learners are required to produce and understand
communicative messages. That is exchanging information is crucial to
language acquisition.

2. Examples of tasks include:

a. Preparing a meal.
b. Ordering food in a restaurant.
c. Making an appointment with a doctor on the phone.
 d. Solving a problem.
e. Designing a brochure.
f. Making a list of the qualities of a good husband/wife.

3. Criteria for tasks in TBLT

1. Meaning

Tasks are language teaching activities where meaning is central. Tasks require
learners to produce and understand communicative messages.

2. Gaps

Tasks should involve gaps. There are three types of gaps:

1. Information gap: one person has information that another person does not
have.
2. Opinion gap: learners have the same shared information but they use that
information to try to convey their feeling about a particular situation.
3. Reasoning gap: learners are asked to use reason and logic to decide what
information to convey and what resolution to make for the problem at
hand. Like information gap, the activity necessarily involves understanding
and communicating information. Where the information and reasoning
gaps differ is in the information conveyed. The latter is not identical with
the one initially understood. It changes through reasoning.

3. Use of learners’ own resources

Learners have to use their own linguistic and nonlinguistic resources to

complete the task. That is, they have to use whatever knowledge of the
language they have in order to participate in the task. Learners may also use
nonlinguistic resources such as gestures. This criterion is what makes TBLT
unique. In traditional language teaching, the teacher provides the language
resources and the students have to master these resources when they do a task.
They are not asked to produce communicative messages using their own
linguistic resources.

4. Communicative outcome

Tasks must involve some sort of nonlinguistic outcome such as drawing a route
on a map or agreeing on a plan to solve the problem of pollution in the learners’
neighborhood.