1. Task-Based Language Teaching
• It refers to an approach based on the use of tasks as the
core unit of planning and instruction in language teaching.
• It is presented as a logical development of Communicative
Language Teaching.

2. TBLT draws on several principles thar formed part of the
communicative language teaching movement from the
1980s.:
• Activities that involve real communication are essential for
language learning;
• Activities in which language is used for carrying out
meaningful tasks promote learning;
• Language that is meaningful to the learner supports the
learning precess.

3. The key assumptions of task-based instruction are:
• Focus on process;
• Emphasis in communication and
meaning;
• Language learned by interacting
communicativele and purposefully;
• Activities and tasks can be achieved in real life and have a
pedagogical purpose;
• Activities and tasks of a task-based syllabus are sequenced
according to difficulty.

4. TBLT proposes the notion of ‘task’ as a central unit of
planning and teaching, it means ‘task’ is an activity or goal
that is carried out using language.
Nunan says the communicative task is a piece of classroom
work which involves learners in
Comprehending;
Manipulating;
Producing;
Interacting

5. Task Analysis and Instructional Desing turned to team tasks.
There are four categories of team performance function:
1. Orientation Functions;
2. Organizational Functions;
3. Adaptation Functions;
4. Motivational Functions.

6. TBL Approaches
Theory of
Language
Theory of
learning

7. • Tasks provide both the input and
the output.
• Task activity and achievement are
motivational.
• Learning difficulty can be
negotiated and finetuned for
particular pedagogical purposes.

8. DESIGN
Objectives:
Goals are to be determined by the
specific need of particular learners

9. The Syllabus
Conventional Syllabus
Task based Syllabus
• It specifies the content of a
course among some
categories.
• It specifies the tasks that
should be carried out by
learners within a program.

10. Different definitions of TASK
• Breen (1987): a structured plan.
• Prabhu (1987): an activity.
• Crookes (1986): piece of work or activity.
• Willis (1996)

11. Different definitions of TASK
• Pica, Kanagy and Falodun (1993):
Jigsaw tasks
Information-gap tasks
Problem-solving tasks
Decision-making tasks
Opinion exchange tasks

12. Other characteristics of tasks
• One-way or two-way
• Concrete or abstract
language
• Convergent or divergent
• Collaborative or
competitive
• Simple or complex
processing
• Simple or complex language
• Single or multiple
outcomes
• Reality-based or not realitybased

13. LEARNER ROLES
Group participant
Monitor
Risk-taker and Innovator

14. TEACHER ROLES
Selector and sequencer of tasks
Preparing learners for tasks
Consciousness-Raising

15. Procedure

16. .Pretask
.Task
.Planning
.Report
.Posttask

17. .Pretask
Is the introduction to the topic and the task. The
teacher helps the students to understand the theme
and objectives of the task.
.ACTIVITIES
Brainstorming ideas, mime, personal experience,
read the text, think vocabulary, etc.

18. .Task
Is done by the students. The teacher walks
monitoring and encouraging them.
.Planning
In this stage the students prepares the next step
(Report). They make a draft of what they want to say
or write.

19. .Report
The teacher ask the students to report to the whole class
what they did in the task.
.Posttask listening
The students listen to a recording of fluent speakers
doing the same task, and compare the ways in which
they did the task themselves.