Task Based Language Teaching

Group #11

Presentors

M.Irtaza Bashir 15546

Ali Irtaza 14547
M. Asif
Task Based Language
Teaching
• Task-based Language Teaching is a
subset of the Communicative Approach.
The Communicative Approach believes
that language is a system for the
expression of meaning and information.
So, language,at its core, is interactive.
• Task-Based Language Teaching (TBLT)
refers to an approach based on the use of
tasks as the core unit of planning and
instruction in language teaching.
 What is Task in general???
•A piece of work undertaken for oneself or for others,
freely or for some reward.
Thus, examples of tasks include painting a fence, dressing
a child, filling out a form, buying a pair of shoes, making
an air line reservation, borrowing a library book, taking a
driving test,typing a letter, weighing a patient, sorting
letters, making a hotel reservation, writing a cheque,
finding a street destination and helping someone across a
road.
•In other words, by 'task' is meant the hundred and one
things people do in everyday life, at work, at play and in
bet weer(Long)
 Pedagogical Task in TBLT
•An activity or action which is carried out as the result
of processing or understanding language (1.e, as a
response)
•For example, drawing a map while listening to a
tape, listening to an instruction and performing a
command may be referred to as tasks.
• Tasks may or may not involve the production of
language. A task usually requires the teacher to
specify what will be regarded a successful
completion of the task.
•The use of a variety of different kinds of tasks in
language teaching is said to make language teaching
more communicative... since it provides a purpose
for a classroom activity which goes beyond the
practice of language for its own sake.
Five Characteristics of the Task

Skehan (1998), drawing on several other writers,

puts forward five key characteristics of a task.
•Meaning is primary
•Learners are not given other people's meaning to
regurgitate
•There is some sort of relationship to comparable
real-world activities
•Task completion has some priority
•The assessment of the task is in terms of outcome
ADVANTAGES OF TBLT
•TBLT is applicable and suitable for students
of allages and back grounds.Students will
have a much more varied exposure to
language with TBLT.

•Students are free to use whatever

vocabulary and grammar they know, rather
than just the target language of the lesson.

•TBLT helps students pay close attention to

the relationship between form and meaning.
•TBLT allows meaningful communication.Students
will be exposed to a whole range of lexiphrases,
collocations and patterns as wel as
languaforms.Encourages students to be more
ambitious in tlanguage they use.

•The psychological dynamics of the group

whiworks together to complete a task will have a
greinfluence on the success.
ACTIVITY
•Work with three other students.You are on a
ship that is sinking. You have to swim to a
nearby island. You have a waterproof
container, but can only carry 20 kilos of items
in it. Decide which of the following items you
will take. (Remember, you can't take more
than 20 kilos with you.)
•Waterproof sheets of fabric (3 kilos
each.)Notebook computer (3.5 kilos)Rope (6
kilos).Fire lighting kits (500 grams each)Portable
CD player and CDs (4 kilos.)Short-wave radio (12
kilos)Medical kit (2 kilos.)Bottles of water (1.5
kilos each)Packets of sugar, flour, rice, powdered
milk,coffee, tea. (Each packet weighs 500
grams)Cans of food (500 grams each)Box of
novels and magazines (3 kilos)Axe (8 kilos)