Introduction to TASK BASED LANGUAGE TEACHING (TBLT) | TEFL Tips
Summary
TLDRIn this educational video, Martin explains Task-Based Language Teaching (TBLT), an approach focusing on meaningful tasks over grammar units. TBLT emphasizes real-world language use, leading to increased motivation and proficiency. The video outlines TBLT's theoretical foundations, including the importance of lexical units and spoken interaction. It also discusses the teacher's role in facilitating tasks and the three-phase process of task introduction, completion, and post-task activities. Martin invites feedback on TBLT experiences and encourages viewers to suggest future topics.
Takeaways
- 😀 Task-Based Language Teaching (TBLT) is an approach focused on using tasks for language teaching and learning, emphasizing meaningful communication over grammar instruction.
- 📚 TBLT contrasts with the traditional PPP (Present, Practice, Produce) approach by promoting language emergence through tasks rather than pre-teaching grammar rules.
- 🌐 TBLT offers students a variety of language exposure, including lexical phrases, collocations, and language patterns, which are essential for real-world communication.
- 📈 Early studies, such as the Malines Communication Syllabus (1975) and the Bangalore Project (1987), supported the use of tasks in language teaching, despite their brevity.
- 🎓 Benefits of TBLT include increased motivation, opportunities for natural repetition, flexibility in curriculum, emphasis on learning strategies, error correction, risk-taking in language production, high proficiency results, and student satisfaction.
- 🗣️ TBLT's theoretical underpinnings assume that language is a tool for meaning-making, achieving goals, using lexical units, and that interaction is key to language acquisition.
- 🧠 In TBLT, learning is seen as an internal, organic process where form facilitates language learning, and tasks help learners notice gaps in their language skills.
- 📝 The teacher's role in TBLT involves motivating students, providing clear instructions, and supporting interaction during tasks without correcting errors prematurely.
- 🔄 TBLT involves a three-step process: introducing the task, supporting the task, and a post-task phase, which includes reflection and consolidation of learning.
- 🔑 TBLT activities can include information gap tasks, problem-solving, decision-making, and opinion exchange, aiming to promote interaction and language use beyond the classroom.
Q & A
What is Task-Based Language Teaching (TBLT)?
-Task-Based Language Teaching (TBLT) is an approach to language education where students engage in functional tasks that focus primarily on meaning exchange and using language for real-world non-linguistic purposes.
How does TBLT differ from the PPP (Present-Practice-Produce) approach?
-In the PPP approach, the focus is on pre-teaching elements of grammar, whereas TBLT is more open, allowing language to emerge through meaningful tasks rather than focusing solely on grammar units.
What were the two early studies that looked at task-based approaches for language teaching?
-The two early studies were the Malines-Nijmegen Communication Syllabus in 1975 and the Bangalore Project in 1987.
What are some benefits of using a TBLT approach according to the video?
-Benefits include greater motivation, opportunities for repetition without boredom, flexibility in curriculum, emphasis on learning strategies, natural error correction, risk-taking in language production, high proficiency results, and increased student satisfaction.
What are the key assumptions made in the theory of language for TBLT?
-The key assumptions are that language is primarily for making meaning, achieving real-life goals, with lexical units being key for language use and learning, and that spoken interaction is central to language acquisition.
How does the theory of learning differ in TBLT?
-In TBLT, language learning is seen as internally determined by the learner, an organic process, with a focus on form that facilitates language learning, negotiation of meaning, and interaction and communication providing scaffolded learning.
What is the role of the teacher in a TBLT classroom?
-The teacher's role includes motivating and engaging students, providing clear instructions about the tasks, and offering support and interaction while students are completing the tasks.
What are the proposed six activity types for TBLT in the language classroom?
-The six activity types are: jigsaw tasks, information gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks.
What is the procedure for following a TBLT approach?
-The procedure consists of three steps: introducing the tasks, supporting and helping with the task, and a post-task phase.
How can teachers introduce tasks in a TBLT approach?
-Teachers can introduce tasks by sharing images, experiences, brainstorming ideas, using important language, listening to an element of the task, or reading a text to engage students.
What is the focus during the task phase in TBLT?
-During the task phase, the focus is on students using the language they already have to complete the activity, with the teacher monitoring and helping with language formulation without correcting at that time.
Outlines
📚 Introduction to Task-Based Language Teaching (TBLT)
This paragraph introduces the concept of Task-Based Language Teaching (TBLT), emphasizing its focus on meaningful tasks over specific grammar units. TBLT is presented as an approach rather than a method, aiming to facilitate language learning through real-world, non-linguistic tasks. The paragraph contrasts TBLT with the PPP (Present, Practice, Produce) approach, highlighting TBLT's flexibility and the exposure it provides to a variety of language elements such as lexical phrases and collocations. Early studies, including the Malines Communication Syllabus (1975) and the Bangalore Project (1987), are mentioned to support the use of tasks in language teaching. Benefits of TBLT include increased motivation, natural error correction, and higher student satisfaction. The theoretical underpinnings of TBLT are also discussed, including the importance of lexical units, spoken interaction, and the organic nature of language learning.
📝 Implementing TBLT in the Classroom
This paragraph delves into the practical application of TBLT in language classrooms. It suggests starting with a needs analysis to understand student goals, which informs the development of the syllabus. Six activity types are proposed for TBLT: jigsaw tasks, information gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks. Each activity type is designed to promote interaction and language use in context. The role of the teacher in a TBLT approach is also discussed, emphasizing the need to motivate students, provide clear instructions, and support them during tasks. The paragraph outlines a three-step procedure for TBLT: introducing the task, supporting students during the task, and a post-task phase. The importance of allowing students to use their existing language skills to complete tasks is highlighted, with the teacher's role being to facilitate rather than correct during the task.
🎓 Conclusion and Call for Feedback on TBLT
The final paragraph concludes the discussion on TBLT, acknowledging the theoretical nature of the content and expressing hope that it was informative for understanding this language teaching approach. The speaker invites feedback from viewers who have used TBLT, asking about their experiences and students' responses. They also encourage viewers to request future videos on different approaches and methods. The paragraph ends with a call to action for viewers to like, subscribe, and engage in the comments, and the speaker signs off with well wishes for teaching success.
Mindmap
Keywords
💡Task Based Language Teaching (TBLT)
💡Meaningful Tasks
💡PPP Approach
💡Lexical Phrases and Collocations
💡Motivation
💡Natural Error Correction
💡Spoken Interaction
💡Needs Analysis
💡Activity Types
💡Teacher's Role
💡Comprehensible Input
Highlights
Task-based language teaching (TBLT) focuses on using tasks to facilitate language learning.
TBLT is an approach rather than a method, emphasizing functional tasks over grammar units.
Students in TBLT engage in meaningful tasks, prioritizing communication over linguistic accuracy.
TBLT contrasts with the PPP approach by encouraging language emergence through tasks.
TBLT exposes students to a variety of language features, including lexical phrases and collocations.
Early studies, such as the Malaise and Bangalore projects, supported the use of tasks in language teaching.
Benefits of TBLT include increased motivation, repetition without boredom, and natural error correction.
TBLT promotes risk-taking in language production and high proficiency results.
The theory behind TBLT assumes language as a means for making meaning and achieving goals.
Language learning in TBLT is seen as an organic, internally determined process.
The approach emphasizes the importance of lexical units and spoken interaction for language acquisition.
TBLT involves a variety of skills and considers learning difficulty negotiable for pedagogical purposes.
A needs analysis is crucial for curriculum development under TBLT.
Six activity types are proposed for TBLT, including jigsaw, information gap, and problem-solving tasks.
The teacher's role in TBLT includes motivating students, providing clear instructions, and offering support during tasks.
The TBLT procedure involves pre-task introduction, while-task support, and post-task activities.
The success of TBLT tasks is measured by student engagement and the achievement of real-world goals.
The video concludes with a call for feedback on TBLT experiences and suggestions for future content.
Transcripts
hello and welcome this is Martin and
this is ELT experiences a couple of
weeks ago I received a question from one
of my subscribers asking what tasks
based language teaching is and I thought
today I would share a video describing
what task based language teaching is and
how you can incorporate it into your
teaching task based language teaching or
TV LT refers to the poor use of tasks
for providing language teaching and
language learning is known as an
approach to language rather than a
method as bound to Brendan mentioned an
approach to language education in which
students are given functional tasks but
invite them to focus primarily on
meaning exchange and to use language for
the real world non linguistic purposes
so it's quite interesting here that
founder Brendan mentions that it's the
focus on meaningful tasks rather than
focusing on particular grammar units and
the distinction between a PPP approach
and a TBL T approach is with a PP that
he approach you're going to be focusing
solely on elements and pre-teaching
elements of grammar whereas a T PLT
approach is a bit more open and language
emerges through meaningful tasks with
td-lte
students will have more exposure to a
variety of different language they'll be
exposed to lexical phrases collocations
and patterns of language there were two
studies undertaken quite early on
looking at a task based approach for
teaching the first was the malaise in
communication syllabus and this was in
1975 and the second was the bangalore
project and this was in 1987 these two
studies were relatively short
however it did give some credence that
the second language acquisition tasks
could be used to define teaching
approaches there was another study that
was conducted where it looked at a task
based approach and the benefits of a TBL
T approach and these included that there
was greater motivation there was an
opportunity for repetition without any
boredom there was greater flexibility
with regards to the curriculum there was
an emphasis on promotion of how to learn
there was also an opportunity for
natural error correction the next
benefit was that there was a promotion
of undertaking greater risk when it came
to language production there were high
proficiency results and finally there
was increased student satisfaction when
it came to this approach now we're going
to have a look at the theory of language
when it comes down to at our space
approach and the theory of language is
much defined by the method or the
approach of how you teach the language
and 30 VLT there are a couple of
assumptions to be made the first is that
language is primarily a means of making
meaning the second consideration is that
language is primarily a means of
achieving real life goals and the third
consideration is that lexical units are
key for language use and language
learning the fourth consideration is
that spoken interaction is the key for
language and language acquisition and
the final consideration is that language
use involves a variety of different
skills now when it comes down to the
theory of learning with a task based
language teaching approach the first
factor that you've got to consider is
that language learning is determined by
the learner internally rather than
externally
second consideration when it comes down
to the learning theory is that language
learning is an organic process the third
consideration is that there's a focus on
form that can facilitate language
learning the fourth factor to consider
is that negotiation of meaning provides
learners with the comprehensible input
that they need the next factor consider
is that tasks provide learners the
opportunity to notice that gap when it
comes down to that comprehensible input
and that modified output and the next
factor is that interaction and
communication provides that scaffold
learning that's required in a more
naturalistic approach the final factor
that you've got to consider is that
learning difficulty can be negotiated
and fine-tuned for pedagogical purposes
so obviously the key drive for a tea
belty approach is for students to decide
on what the curriculum may be the first
is to conduct a needs analysis with your
students now hopefully the needs
analysis will inform you exactly what
the student wants to achieve the group
of students want to achieve at the end
of their course and hopefully this will
inform you and organize you with regards
to develop in the syllabus under a team
BLT approach when it comes down to
activities in the language classroom
will its proposed six activity types
that you could incorporate now there was
another research done about particular
task types and hopefully this list will
help you inform how you go about
teaching a particular task itself and
there's a variety of activities that you
could incorporate in the language
classroom and see how you get on
so the first activity that was proposed
and organized was a chips or tasks and
this is where you have different
elements of
information and that the students
combined it to create a whole the second
task that was considered is an
information gap task and this is where
one student has some elements of
information which is missing and the
other group or other student has
different elements of information
missing but if they share the
information with each other they'll form
it to create a whole group the third
task that could be used in the language
classroom is the problem-solving tasks
students have given a problem and a set
of instructions they must arrive at a
solution to the problem and there is
generally one solution to the problem
the fourth activity that was suggested
is the decision-making task and students
are given a problem to overcome but are
given a number of possible outcomes and
they must choose one and negotiate and
discuss and this type of activity is
very similar to stuck on the desert and
choose five things that you need to take
with you to survive or a balloon debate
the fifth and final task that was
suggested is an opinion exchange task
this is where learners exchange and
offer ideas to various experiences and
they do not need to reach an agreement
now when it comes down to the role of
the teacher there's a couple of things
that you need to consider with a tlg
approach the first role is to try and
motivate and engage and energize
students in the tasks that they're going
to be completing the next role is to
provide adequate and appropriate
instructions very clear instructions
about the task because it's going to be
quite focus for the students and they
need to know exactly what's expected of
them and the third role of the teacher
is to provide support and interact with
the students while they're going and
proceeding with the
tasks itself now we're now at the end
but this time I'm going to be sharing
with you the procedure to follow a tea
BLT approach there's essentially three
steps to a tv-- ot approach initially
there's introducing the tasks then
there's support him and help injuring
the task and finally there's a post task
phase so for the pre tasks introducing
the topic and tasks the teacher could do
a couple of things a teacher could
introduce a topic and its thing by
sharing images by sharing experiences
and brainstorming ideas with the class
the teacher may highlight and use
important language at this point but
would not pre teach new vocabulary and
students can either listen to an element
of the task itself without revealing too
much or given the details of the answers
of that particular task or if it's a
text students can read a element of the
text to get them engaged and interested
in the activity now with regards the
charset task is done by students and it
gives students a chance to use whatever
language they already have to complete
the activity the teacher is walking
around monitoring the students at that
time but the teacher helps the students
with formulating the language that they
want to say but not actually correcting
them at that time obviously the emphasis
is on spontaneous natural language being
produced and the success in the task
helps the students improve their overall
confidence and it motivates them as well
I hope today's video was useful and
apologies if it is a bit I don't know a
bit too theoretical it's not usually the
sort of video that I make but I do hope
it was useful for you to understand a
particular element of a language
learning or language teaching
and the approach that could be used and
if you've used a to BLT approach how did
you find it and how did your students
respond if you want to hear of future
approaches and methods in a video please
let me know in the comment and I hope
you enjoyed it today as ever don't
forget to hit the like button hit the
subscribe button if you haven't
subscribed already and I'll see you
around next time take care and happy
teaching bye bye
[Music]
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