Task-Base Language Learning (TBLT)
TBLT is an approach to language teaching that focuses on the use of authentic, meaningful tasks as the central component of language learning. In TBLT, learners engage in communicative tasks that reflect real-world language use, with the primary goal of completing the task rather than focusing solely on language forms. There are several reasons why TBLT is considered to be one of the most effective methods of language teaching:
- Real-World Relevance: TBLT centres learning around tasks that mirror authentic situations learners might encounter outside the classroom. This could include activities such as planning an event, solving a problem, or conducting an interview. By engaging with language through practical tasks, students develop the ability to use language for genuine communication purposes.
- Learner-Centred Approach: TBLT places learners at the heart of the learning process. Students actively participate in tasks, make decisions about how to approach them, and use language resources flexibly to achieve task outcomes. This autonomy encourages deeper engagement with the language and develops critical thinking skills alongside linguistic competence.
- Focus on Meaning: TBLT prioritises meaningful communication over the mechanical practice of language structures. Whilst grammar and vocabulary remain important, they are addressed within the context of completing tasks. This approach helps students understand how language functions in real communication, rather than treating it as an abstract system of rules.
- Natural Language Acquisition: TBLT reflects the way people naturally acquire languages by using them for purposeful communication. By engaging in tasks, learners encounter language in context, negotiate meaning, and develop strategies for understanding and being understood. This process supports both fluency and accuracy development over time.
- Integrated Skills Development: Tasks in TBLT typically require the use of multiple language skills simultaneously. Students might need to read information, discuss it with peers, and then write a summary or present findings. This integrated approach mirrors real-world language use and develops students’ ability to deploy different skills in combination.
- Motivation and Engagement: TBLT can be highly motivating as students work towards tangible outcomes rather than simply completing language exercises. The sense of achievement from successfully completing a task, particularly when it involves collaboration and problem-solving, can enhance learners’ confidence and willingness to use the target language.
TBLT is considered to be one of the most effective methods of language teaching because it provides an authentic, purposeful, and engaging learning experience that develops students’ ability to use language for real communication whilst simultaneously building their linguistic knowledge and skills.
Literature List
Tasks in Second Language Learning by Virginia Samuda and Martin Bygate
This comprehensive work examines the theoretical foundations and practical applications of task-based language teaching. The authors explore how tasks facilitate language learning, discussing the relationship between task design, learner engagement, and language development. The book provides detailed analysis of task types and their pedagogical value.
Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. Palgrave Macmillan.
Task-Based Language Teaching by Rod Ellis
Ellis provides an authoritative overview of TBLT, covering its theoretical underpinnings, research base, and practical implementation. The book addresses key issues in task design, sequencing, and assessment, whilst examining the role of focus on form within task-based instruction. It includes empirical research evidence supporting the effectiveness of TBLT.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
A Task-Based Approach to Language Teaching by Jane Willis
Willis offers a practical guide to implementing TBLT in the language classroom. The book presents a clear framework for task-based lessons, including pre-task, task cycle, and language focus phases. It provides numerous examples of tasks and teaching procedures, making it accessible for teachers new to this approach.
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing edited by Martin Bygate, Peter Skehan, and Merrill Swain
This edited collection brings together research on various aspects of task-based language teaching and assessment. Contributors examine task characteristics, learner factors, and pedagogical approaches from multiple theoretical perspectives. The volume addresses both classroom-based research and experimental studies of task-based learning.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Longman.
Designing Language Teaching Tasks by David Nunan
Nunan’s work provides practical guidance on creating and implementing language learning tasks. The book examines task components, grading and sequencing principles, and the relationship between tasks and learner outcomes. It includes examples of tasks at different proficiency levels and across various teaching contexts.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Teaching Languages to Young Learners through Task-Based Approach by Yuko Goto Butler
Butler explores the application of TBLT with young learners, addressing the specific considerations and adaptations required for this age group. The book examines how tasks can be designed to match children’s cognitive and linguistic development whilst maintaining the core principles of task-based instruction.
Butler, Y. G. (2011). The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region. Annual Review of Applied Linguistics, 31, 36-57. Cambridge University Press.
Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen edited by Paul Seedhouse
This volume examines the integration of digital technologies with task-based language teaching. It presents research from the European Digital Kitchen project, which explores how technology-mediated tasks can support language learning. The book addresses issues of task design, interaction, and assessment in digital environments.
Seedhouse, P. (Ed.). (2017). Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen. Bloomsbury Academic.
Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance edited by Peter Robinson
Robinson’s edited collection examines how task complexity affects language learning and performance. The volume presents research testing the Cognition Hypothesis, which proposes that increasing task complexity along specific dimensions can promote language development. It includes theoretical frameworks and empirical studies relevant to task design and implementation.
Robinson, P. (Ed.). (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. John Benjamins Publishing Company.