TASK-BASED

LANGUAGE TEACHING
 GROUP 3’s MEMBERS

Tran Nguyen Thai Ngoc Thuy Nguyen Huyen Nguyen Bao

Hoang Phu Trang Trang Gia Han

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 “
DISCLAIMER

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Background of TBLT

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 Task-Based Language
About this templateTeaching

- Grew out of the CLT approach.

- (TB Approach) First performed by Prabhu.
- Related to CLT which emphasizes
concrete learning outcomes
in the form of “tasks”.

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 WHAT ISAbout
A TASK? (Ellis, 2017)
this template

● be meaning-oriented ● has some kind

of gap
Essential
Characteristics

● include Ss’ use of linguistic ● communicative

and non-linguistic resources in nature

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TYPES OF TASKS
About (Ellis, 2017)
this template

Real-world / Target
(Situational authenticity)

Pedagogical
(Interactional Authenticity)

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 TYPES OF TASKS
About (Ellis, 2017)
this template

Pedagogical
(Interactional Authenticity)

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 TYPES OF TASKS
About (Ellis, 2017)
this template

Real-world / Target
(Situational authenticity)

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Information gap

Reasoning gap

Opinion gap

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Information gap

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Reasoning gap

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TYPES OFAbout
TASKS (Nunan, 2005)
this template

Opinion gap

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Characteristics of TBLT

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 The key tenets of TBLT (Ellis, 2003)
1 2 3 4

Primary focus Gap Rely on own Clearly defined

on meaning resources outcome

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 Principles for task-based
language teaching (Nunan, 2005)

1 2 3 4

Task Recycling Active

Scaffolding
dependency language learning
 Principles for task-based
language teaching (Nunan, 2005)

5 6 7

Integration Reproduction to Reflection

creation
 Teacher roles in task-based language
In two or three columns
teaching (Hismanoglu, 2011)

Selector and Preparing Consciousness-

sequencer of learners for raising
tasks tasks

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 Learner roles in task-based language
teaching (Hismanoglu, 2011)

Group Monitor Risk-taker and

participant innovator

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 STAGES OF
Our process TBLT
is easy

Language
Pre-task Task cycle
focus

(Willis, 1996; Ellis et al.,2019)

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 Pre-Task
a preparation for a main task

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 Pre-Task

- Introduce to topic and task

- Highlight useful words and phrases
- Help to recall the language
- Give model
- Take notes and prepare
=> motivate learners, arouse their interest and build up their expectation
=> prepare learners for the upcoming main task
(Ellis et al., 2019)
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Task cycle
Task - Planning - Report

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 Task cycle

- Ss perform the task (in pairs / small groups): plan - rehearse -

report

- T monitors, gives advice to students on language and helps Ss

polish their language

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Language Focus
Analysis - Practice

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 Language Focus

- T gives feedback: typical errors

- Ss examine and discuss specific features of the model
- T draws attention to the target structures
- T conducts practice activities based on the language analysis
already on the board
- T asks Ss to repeat the tasks
- T asks Ss to reflect on the task performance
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Pre-task
- T gives a scenario: “If you
were taken to a deserted
island, what would you
bring? Choose 3 objects.”
- T shows a list of 10
objects with pictures
- T gives a sample
- T asks some students for
their ideas
Example
Task cycle Language focus
- Ss work in pairs or groups - T gives feedback
- Ss focus on choosing and - T highlights the
agreeing on 3 objects to grammatical structure:
bring with explanations Conditional type 2
- Ss present their ideas in - T gives controlled
front of the class practice
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 1. Benefits

2. Challenges

3. Recommendations

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 1.
Benefits of TBLT
“The most effective way to teach language is by engaging learners in real language use in the
classroom” (Willis and Willis, 2007)

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 And Benefits
tables to of
compare
TBLT data

- ‘natural’ learning within the classroom context

- meaning over form
- a fertile input of target language
- intrinsic motivation
- a learner-focused educational philosophy
- improvement of communicative fluency
- ability to combine with a traditional approach Ellis, 2009
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 2.
Challenges of TBLT
A long list by Hatip 2015 (cited by Hismanoglu , 2011)

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 AndChallenges
tables to compare
of TBLTdata

- problems of conducting the instruction

Ts - a high level of creativity and dynamism on the teacher
- resources beyond the textbooks

- students’ refusal or objection

- mother tongue
Ss - fossilization of using uncommon words and phrases
- focus on finding the appropriate words
- fluency at the expense of accuracy Haptip, 2005
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 3.
Recommendations to language teachers
The effective implementation of task-based pedagogy (Ellis, 2009)

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 And tables totocompare
Recommendations data
language teachers

- Tasks must be adapted

- Tasks should be trialled
- Teachers should have an overt comprehension of what a task is
- Teachers and students should be made familiar with the purpose
and logic behind doing tasks
- Teachers must be engaged in the design of the task materials

Ellis, 2009
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 REFERENCES
◉ Brown, H.D. (2015). Task-based language teaching. In Teaching by principles: An interactive approach to
language pedagogy. (4th ed.). New York: Longman.
◉ Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–
526. https://doi.org/10.1017/s0261444817000179
◉ Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and
practice. Cambridge University Press.
◉ Harmer, J. (2015). Task-based learning. In The practice of English language teaching (5th ed.). Harlow: Longman
◉ Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do.
Procedia - Social and Behavioral Sciences, 15, 46–52. https://doi.org/10.1016/j.sbspro.2011.03.049
◉ Nunan, D. (2005). Task-based language teaching. Cambridge University Press.
◉ Moore, P. J. (2018). Task-based language teaching (TBLT). The TESOL Encyclopedia of English Language
Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0175
◉ Hummel, K. M. (2021). Task-based language teaching. In Introducing second language acquisition: Perspectives
and practices. Wiley Blackwell.

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 Thanks!

ANY QUESTIONS?

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