Background

Task-Based Language Teaching (TBLT), as we know it today, was first developed in the 1980s by N Prabhu, a teacher and researcher in Bangalore, South India. He suggested that language acquisition is “an unconscious process which is best facilitated by bringing about in the learner a preoccupation with meaning, saying and doing”. He believed that using tasks would help tap into learners’ natural mechanisms for second language acquisition.

In practice

Pre-task

The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Task


The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

Planning


Students prepare a short oral or written report to tell the class what happened during their task.

Report


Students then report back to the class orally or read the written report.

Analysis


The teacher then highlights relevant parts from the text of the recording for the students to analyse.

Practice


Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

Advantages of TBLT

Motivation

Learners are highly motivated to participate in tasks and activities included in this approach.

Cooperation

Learners have to work together in groups which encourages them to cooperate.

Meaningful Interaction

They will also grow accustomed to producing meaningful interaction when working in group.

Experience

The approach also focuses on the previous knowledge and experience of learners.

Exploration

With this approach, learners can explore the new features of the language they are learning.

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.