1. Task-based Language
Teaching
Prepared by :
Navideh Behroozpour
Hamed Lotfi
Advisor :
Dr. Sadegh Sadeghi

3. Versions of
Communicative Approach
• Weak Version:
It gives learners opportunities to practice LANGUAGE for communication.
“Learning to use a language”
•Strong Version:
It asserts that LANGUAGE is acquired through communication.
“Using language to learn it”
Howatt (1984)

4. Although these methods are different but what
these have in common is:

5. Types of Syllabi
Wilkins (1976)
 Synthetic syllabi:
Comprise linguistic units: grammar, structures, vocabulary, functions, etc.
Units are ordered in a sequence from Linguistic Simplicity to Linguistic Complexity.
 Analytic syllabi:
Learners work on relevant content text and the form of language according to their
purposes.
SLA supports analytic because : Shows that learners do not learn linguistic items one at a
time,
They induce linguistic information from the language samples they work on, and they
acquire language items only when they are ready to do so.
Both CBI and TBLT falls into the category of an analytic syllabus.

6. Task
Tasks are Meaningful, and in doing
them, students need to communicate.
Tasks have a clear Outcome so that the
teacher and students know whether or
not the communication has been
successful.

7. Task
The central purpose we are concerned with
is language learning, and tasks present this
in the form of a problem-solving Negotiation
between knowledge that the learner holds
and new knowledge.
Candlin and Murphy (1987)
“
”

9. TBLT is another example of the Strong
Version of the communicative
approach, which means language is
acquired through use.
(It means that, students learn language when they
need it to accomplish the task.)

10. Before starting the discussion on the Task-based Language Teaching, to
understand what would have been done in real class activity, we have prepared a
video of Task-based Language Teaching.
Video

11. USA, International immigrant language learners’ class, 7min.

12. Task based learning is a different way to teach
languages. It offers to the students an
opportunity to use the target language as they
would do in everyday life using their own one. The
task is an activity in which students use the
language to achieve a specific outcome.

13. To plan a TBLT lesson we should follow
these stages.
 Pre-task: The teacher introduces the topic and gives clear
instructions for the task
 Task: Students complete a task in pairs or groups using the language
resources that they have.
 Planning: Students prepare a short 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 analyze.
 Practice: Finally, the teacher selects language areas to practice
based upon the needs of the students and what emerged from the
task and report phases.

15. TBLT has some
clear advantages:
 The students are free of language control; they must use all their
language resources.
 A natural context is developed from the students' experiences with
the language that is personalized and relevant to them.
 The language explored arises from the students' needs.
 It is a strong communicative approach where students spend a lot
of time communicating.
 It is enjoyable and motivating.

16. The activity reflects real
life and learners focus on
meaning; they are free to
use any language they
want. Playing a game,
solving a problem or
sharing information or
experiences.

17. Methodology
 The teacher will give the topic that is going to be treated.
 He/she will offer some ideas on how to do things.
 He/she can show a model to make their ideas clearer.
 Children will collect information and materials.
 They will work in groups in class, with the guidance of the teacher.
 Finally, they will show their projects to the rest of the class.

19. End
Thank You So Much