Nurul rachmanika putri

18018022
K5-18

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.

Theory of language,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.Multiple models of language inform task-based
instruction: Structural, functional and interactional models influence TBLT
adherents.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.“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.

Theory of learning.Tasks provide both the input and output processing necessary for
language acquisition: If Krashen stresses the importance of comprehensible input,
TBLT advocates have argued that comprehensible output is also of equal
importance.Task activity and achievement are motivational: Tasks appeal to learners’
learning styles and may involve physical activity, collaboration, and
partnership.Learning difficulty can be negotiated and fine-tuned for a particular
pedagogical purpose: Tasks may be designed in such a way that they meet learners’
level of proficiency. That is, providing the appropriate target input is crucial to
facilitate language acquisition.

“Task is An activity which required learners to arrive at an outcome from given

information through some process of thought and which allowed teachers to control
and regulate that process was regarded as a task.” (Prabhu, 1987:24).Examples of
tasks include:Preparing a meal,Ordering food in a restaurant,Making an appointment
with a doctor on the phone,Solving a problem,Designing a brochure, and Making a
list of the qualities of a good husband/wife.

Tasks are language teaching activities where meaning is central. Tasks require
learners to produce and understand communicative messages.Tasks should involve
gaps. There are three types of gaps:Information gap: one person has information that
another person does not have.Opinion gap: learners have the same shared
information but they use that information to try to convey their feeling about a
particular situation.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.
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.

Advantages of TBLT

Implicit learning

The aim of TBLT is to help learners develop implicit knowledge of the language that
will enable them to participate easily and naturally in communication. The learners
get the form and use of the target language without being explicitly being taught. The
role of the teacher is to design tasks by replicating and creating the conditions for
language learning and for communication that exists outside the confines of the
classroom. The aim is that the learners’ interlanguage will gain implicit language
knowledge while doing tasks.

Incidental learning

Much of our everyday learning is incidental. TBLT provides opportunities for

unplanned learning. Completing a real-world task allows the acquisition to take place
without any deliberate intention on the part of the learner or the teacher.

Meaningful learning

TBLT allows meaningful communication to occur during the accomplishment of

tasks.

Disadvantages of TBLT

 Some teachers criticize TBLT for focusing mainly on fluency at the expense
of accuracy.
 TBLT requires a high level of creativity and initiative on the part of the
teacher.
 TBLT requires resources beyond the textbooks and related materials usually
found in language classrooms.
 Evaluation of task-based instruction can be difficult. The nature of task-based
learning does not allow it to be objectively measurable.