Task-Based Language

Learning
Approaches & Methods in Language Teaching
 a. Language involving tangible, specific
1. Functional Tasks concepts or objects.
2. Negotiation of b. Gradual support for learners to help them
Meaning achieve task goals and language proficiency.
3. Concrete c. Language dealing with intangible ideas or
Language concepts.
Match each 4. Abstract d. Activities mirroring real-world situations for
term with Language authentic language practice.

definitions 5. Reality-Based
Tasks
e. Activities designed to engage students in
using language for real-world, non-linguistic
purposes.
6. Collaborative
Tasks f. Activities where students work together to
achieve a common goal.
7. Scaffolded
Learning g. Interaction focusing on conveying and
understanding meaning in language use.
 1. Task-Based Language Teaching (TBLT) focuses on the idea that
learning a language is more about understanding and using it in
real situations, rather than just memorizing rules.
2. In TBLT, learners are encouraged to actively engage in tasks
that challenge them to think, problem-solve, and communicate
meaningfully.
Theory of 3. The theory behind TBLT suggests that language learning is a
Learning in cognitive process where learners construct meaning and
develop language skills through practical tasks.
TBLT 4. TBLT emphasizes the importance of learners taking ownership
of their learning by actively participating in tasks that require
them to use the language creatively.
5. By immersing themselves in tasks that mirror real-world
language use, students in TBLT can enhance their language
proficiency and communication skills effectively.
 Varied Communication
Scaffolded Learning Styles
Opportunities
 The different ways in
 educational which individuals express
experiences where
Components learners receive
themselves, interact, and
convey information.
of TBLT Task structured support and
 It involves using a range of
guidance from teachers
or peers to help them methods such as speaking,
gradually build their writing, listening, and non-
knowledge and skills. verbal cues to
communicate effectively.
  In Task-Based Language Teaching (TBLT), the term
"methods" refers to the specific instructional techniques
and approaches used to implement task-based activities
within the language classroom.
Methods in
TBLT  While TBLT itself is considered an approach rather than a
method, methods in TBLT refer to the practical strategies
and procedures employed by teachers to design,
implement, and assess tasks that focus on meaningful
language use and communication.
 a. Offering constructive feedback on task
performance, assessing language
development, and providing opportunities
for reflection and improvement.
1. Task Design
b. Creating tasks that are communicative,
2. Language purposeful, and relevant to learners' needs
Input and interests.
Methods in 3. Peer c. Providing necessary language resources and
TBLT Collaboration input to support students in completing tasks
successfully.
????? 4. Technology
Integration d. Incorporating technology tools and
resources to enhance task engagement,
5. Feedback & authenticity, and language learning
Assessment outcomes.
e. Encouraging students to work together in
pairs or groups to engage in meaningful
communication and language practice.
  Using authentic language in tasks
 Defining tasks with clear dimensions and closure (catering
Strategies to students’ proficiency level)

Maintain  Varying task formats and operations

 Incorporating physical activity into tasks
Learner
 Encouraging partnership and collaboration
Motivation
 Drawing on learners' past experiences
 Allowing and supporting a variety of communication styles
  Providing clear task instructions and objectives
 Offering pre-task preparation and support
 Encouraging collaboration and peer interaction
Strategies for
 Providing scaffolding and guidance during task performance
Overcoming  Offering feedback and error correction
Learning  Adapting tasks to suit individual learner needs
Challenges  Incorporating varied communication styles
 Using authentic and engaging materials
 Fostering a supportive and inclusive learning environment
  Activities where learners are required to make choices or
decisions that involve using language to communicate their
Decision- preferences, opinions, or solutions.

Making Tasks  These tasks focus on engaging learners in real-life scenarios

that require them to analyze information, evaluate options,
in TBLT and express their decisions using the target language.
 Decision-making tasks in TBLT aim to promote critical
thinking, problem-solving skills, and language use in
meaningful contexts.
 Senior High School
Elementary School Level:
Level:
Decision-  Debate Preparation
 Menu Planning for a Class
Party
Making Tasks  Travel Planning
 Classroom Pet Adoption
in TBLT  Career Path Exploration
 Story Creation
 Environmental
 Designing School Poster
Campaign
Examples from  Community Service Project
 Book Club
English subject
Focus: fun & interactive
Focus: authentic &
way
meaningful context
 Teacher Roles
 Motivator
 Organizer
 Selector and
Teacher and Sequencer of Tasks
Student Roles
 Preparer
Students Roles  Group Participant
 Supporter
in TBLT  Monitor  Monitor
 Risk-Taker
 Active Participant
 Language Learner
 Integrating technology in
TBLT involves using digital
tools and resources to Examples of English
enhance language learning classes at the Senior
through task-based activities. High School Level:
Integration of Technology can provide  Online Research Projects
Technology in opportunities for interactive
and engaging tasks, authentic  Digital Storytelling
TBLT language use, and  Virtual Field Trips
personalized learning
experiences.  Language Learning Apps
 Online Collaborative
Projects
 We will have a quiz covering these materials:
Announcement
 Situation 1:
You need to teach an English course to adults in Indonesia.
However, these adults are already at an advanced level. They
are fluent and proficient in all English skills (Listening,
Speaking, Reading, Writing). They gather and want to join the
English course because they need a place/community to
Group preserve their English proficiency, especially speaking skills.
Discussion
Questions:
1. Do you think TBLT can be a suitable approach and method
to handle this situation? Provide at least 3 reasons
2. Provide one example of the activity.
 Situation 2:
You need to teach English to 11th Graders of Senior High
School. They have an intermediate level of English
proficiency. They can speak quite fluently, but their
grammatical accuracy sometimes is not good yet. However,
Group they are not quite motivated to speak English because they
are not confident and underestimate themselves.
Discussion
Questions:
1. Do you think TBLT can be a suitable approach and method
to handle this situation? Provide at least 3 reasons
2. Provide one example of the activity.
Individual Task  How does TBLT differ from traditional grammar-focused
Homework language teaching approaches, and what are the benefits of
implementing TBLT in language classrooms?
 Reflect on your own language learning experiences. How
300 words for would TBLT have impacted your language acquisition and
proficiency compared to traditional methods?
all (not each)