Task-Based Language Teaching (TBLT)

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Task-Based Language Teaching (TBLT) Is an approach based on the use of tasks as the core unit of planning and instruction in language teaching. emphasizes the central role of meaning in language use

Procedure

It may be difficult how to assess the performance of each student since students are working as a team.

Pupils can get some support from the teacher and partners.

It provides pupils different stages to develop the tasks gradually with language tools and resources making it easier and providing feedback to be conscious about the results.

Theory of learning

The success of tasks may rely on the willingness of the students to work collaboratively and if they are lacking of this responsibility and motivation it'd be a problem.

Facilitate the use and learning of particular aspects of language.

Involve partnership and collaboration

Tasks foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of second language learning.

Theory of language

If students don't have a good level of speaking they may not feel confident, impatient with other partners or wanted to speak their mother tongue.

Speaking to communicate with others is essential to complete the tasks.

It's not linked to a single model of language

It may help use students the target language actively and meaningfully.

Teachers role

Teacher should focus pupils on useful resources to use while doing the task not just a grammar explanation as a pre-task.

Instructions should be clear and activities motivating or students will get frustrated or bored.

The teacher doesn't have the control of the development of the tasks.

The teacher should spend a lot of time designing the tasks

The teacher is not authoritarian.

The teacher monitors the activity to check the procedures.

The teacher guides students how to complete the tasks.

Types of learning and teaching activities

It may be difficult for teachers to select the tasks.

The use of certain type of task should be justified according to the type of learning of the students and this could be demanding for teachers and also not be clear for the teacher nor the students.

Tasks also might focus students on classroom activities

Activities may lead to encourage students to solve problems or face real-world situations and team-working skills.

There are many different types of activities to choose from to guide students to learn.

Design

Syllabus

The specific content and skills that might be acquired through the tasks is not clear.

Selection of tasks, should be based on a careful analysis of the real-world needs of learners

Objectives

There is not much literature about how to set objectives in TBLT.

Goals in TBLT are ideally to be determined by the specific needs of particular learners.

Learners role

Some students may not work to rely on those who do.

Pupils may get stuck if they are not able to solve the lack of linguistic knowledge.

Students might not seen the difference in grammar structures when speaking.

Some students may not be comfortable working as a team.

Learners can create and interpret messages for which they lack full linguistic resources and prior experience.

Students notice how language is used in communication.

To work in pairs and groups, may reinforce friendship and team-working skills.

Materials

Realia

It may require a more ingenuity and preparation to be presented and use it in class.

It could be more interesting and motivated. Also meaningful.

Pedagogic materials

Disadvantages

Books might be boring and lack of real-world language.

Advantages

Classroom books have activities already designed to be used in different ways, which save time to teachers.