19.Task based language teaching.

Approach

TBLT refers to the use of tasks as the core unit of planning and instruction in
language teaching.It has been defined as an approach to language education in which
students are given functional tasks that invite them to focus primarily on meaning
exchange and to use language for real world,non linguistic purposes.Tblt is an
approach which offers students opportunities to actively engage in communication in
order to achieve a goal or complete a task.It was firstly developed by N.Prabhu
Bangladore,Southern India.Pharbu believed that students may learn more effectively
when their minds are focused on the task.

In practise some propenents of TBLT may implement the approach only partially
and combine it with more traditional classroom activities,advocates of TBLT often
seek to contrast it with the Present-Practice-Production(PPP) strategy found in the
situational approach.In comparison unlike PPP approach, the students are free of
language control.A natural context is developed from the students experiences with
the language that is personalized and relevant to them.With PPP it is necessary to
create contexts in which to present the language and sometimes they can be very
unnatural.It is a strong communicative approach where students spend a lot of time
communicating.PPP lessons seem very teacher-centered by comparison.

Approach

-Language is primarily a means of making meaning(TBLT emphasized the central

role of meaning in language use)

-Language is a means of achieving real –world goals.

-Lexical units are central in language used and language learning.(vocabulary has
been considered to play a more central role in second language learning)

-Conversation is the central focus of language and the keystone of language

acquisition

-Task provide both the input and output processing necessary for language acquistion

-Task activity and achievement are motivational

Syllabus
The syllabus in TBLT takes a very different form from a conventional language
syllabus,which typically specifies such things as language structures, functions,
topics,macro skills(listening,reading, writing,speaking).TBLT is linked to other
syllabus framework,such as content based or text based,a syllabus that links tasks to
other types of syllabuses is also used.

Nunan suggests that task based syllabus can be developed with two types tasks

1.Real world tasks which are designed to practice

2.Pedagogical tasks which have a psycholinguistic basis in SLA theory and research
but do not necessarily reflect real-world tasks.

Types of activities

Clasroom activities in TBLT seek to provide opportunities to learn language through

the process of engaging in task work.Such as Jigsaw tasks,information gap tasks,
problem-solving tasks,decision making tasks,opinion exchange tasks.

Learner role Group participant,Monitor,Risk –taker and

innovator,Collaborator,language user.

Teacher role Preparing learners for task,Creates authentic,meaning focused

tasks,Encourages focus on form,Monitor,Selector and sequence of tasks

The role of instructional materials.INstructioanl materials play an important role in

TBLT because it is dependent on a sufficient supply of appropriate classroom
tasks,some of which may require considerable time and resources to develop.