Task Based Language Teaching (TBLT)

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Task-Based Language Teaching (TBLT) TBLT originates from Dewey’s view about the importance of experience for effective learning (Ellis, 2009) and emphasizes purposeful and functional language use by using real-life tasks in classrooms for learners to experience learning. Central to this approach is the task. Richards and Rodgers define TBLT as ‘an approach based on the use of tasks as the core unit of planning and instruction in language teaching’. It is assumed that in TBLT, the focus is on the process of doing the task, the skills and techniques involved. Communication and meaning are emphasized in the accomplishment of a task goal. Activities of a task are sequenced in terms of their difficulty. This difficulty of tasks, further, depends…show more content…
Preparing learners for tasks: the teacher prepares the learners for the task by introducing the topic, clarifying task instructions, providing demonstration of task procedures. The teacher may facilitate the accomplishment of the task by providing such hints explicitly or implicitly. c. Consciousness- raising: Also, the teacher needs to help/guide the learners in focusing on the critical features of the language they hear in doing a particular task. The teacher is assumed to employ a variety of techniques and activities to achieve this goal, e.g attention focusing pre-task activities, guided exposure to parallel tasks etc. 5. The role of instructional materials TBLT relies on an adequate supply of suitable classroom tasks. Such tasks may require considerable time, resources, imagination, etc. the following materials are very useful as resources for tasks. 1. Pedagogic materials which includes a. texts containing task-based activities b. teacher resource books containing representative sample task activities c. task collections in the form of textbooks 2. Realia that can be used for presenting the input language for a task are authentic materials, such as, newspapers, television, internet,…show more content…
Breen gives this description of a task, “A language learning task can be regarded as a springboard of learning work. In a broad sense, it is a structured plan for the provision of opportunities for the refinement of knowledge and capabilities entailed in a in a new language and its use during communication. Such a work plan will have its own particular objective, appropriate content which is to be worked upon, and a procedure…any language test can be seen within the spectrum of tasks. All materials designed for language teaching- through their particular organization of content and the working procedures they assume or propose for the learning of content – can be seen as compendia of
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