Task-Based Language Teaching

936 Words4 Pages
Preparing learners to communicate successfully in language classes is one of the most important issues. Teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading is one of the four skills which is difficult for students. It’s not a productive skill which makes the students to produce language in words but it’s the skill which gives the students for good input so they can get the information from what they read (Ediger 1999).
The task has to be negotiated by the learners with the help of the teacher, whose job is to facilitate learning opportunities in class. The task probably needs the cooperation of learners.
“Task is an
…show more content…
The term task-based language teaching (TBLT) came into prevalent use in the field of second language acquisition in terms of developing process-oriented syllabi and designing communicative tasks to promote learners’ actual language use (Jeon and Hahn, 2006). In task-based classroom, the chief focus is the performance of tasks. Since early 1980s Task-based language teaching (TBLT) has been strongly advocated and promoted by many world-leading linguists (Long 1985, Prabhu 1987, Nunan 1989, Willis 1996, Skehan 1998, Bygate &Ellis 2001). Despite differences they may hold, they all emphasize that language teaching should interact with learning to create genuine use of the language, and that language proficiency can be achieved by doing tasks. TBLT has been applied by English teachers especially in the reading classroom. Reading is an active process, during which the reader tries to understand the meaning of a given…show more content…
it develops learners’ communicative competence by focusing on the meaning. Thus, TBLT encourages the learner to understand the written text with an unconscious and peripheral focus on the form of the language. According to Ellis (2003), such meaningfulness in TBLT provides an authentic, purposeful and intentional background for comprehending and using language and it is encouraging for the EFL learners. Such meaningfulness also helps the language learners to lower the affective factors and the anxiety encountered with during learning. TBLT which Prabhu (1987) deserves credit for originating seems to be the methodology as it is based on the concept that effective learning occurs when students are fully engaged in a language task, rather than just learning about language. "Task-based learning satisfies the students' need of engagement in a language task, involving the learners at every level of the educational process as they pass through comprehension, decision-making, implementation, preparation, rehearsal, performance and reflection" , Finch (1999, p.179). Prabhu's procedural syllabus is one of the well-documented published researches on task-based language learning. According to Richards and Rodgers (2001), in TBLT language learning depends on immersing students not only in comprehensible input but also in tasks which require them to negotiate meaning and engage in naturalistic and

More about Task-Based Language Teaching

Open Document