A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice
International Journal of Language and Linguistics
Volume 2, Issue 5-1, October 2014, Pages: 1-11
Received: Jul. 31, 2014; Accepted: Aug. 9, 2014; Published: Aug. 24, 2014
Views 4111      Downloads 504
Authors
Fatemeh Ahmadniay Motlagh, Faculty of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Alireza Sharif Jafari, Faculty of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Zohreh Yazdani, Faculty of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Article Tools
Follow on us
Abstract
Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners’ confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in commu-nication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers’ and learners’ awareness of learning and test taking strategies, respectively.
Keywords
Task, Communication, Autonomous Learners, Negotiation of Meaning, Pre-task Phase, Task Phase, Post-task Phase
To cite this article
Fatemeh Ahmadniay Motlagh, Alireza Sharif Jafari, Zohreh Yazdani, A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice, International Journal of Language and Linguistics. Special Issue: Teaching English as a Foreign/Second Language. Vol. 2, No. 5-1, 2014, pp. 1-11. doi: 10.11648/j.ijll.s.2014020501.11
References
[1]
D. R. Carless, “Factors in the implementation of task-based teaching in primary schools,” English Department, Hong Kong Institute of Education, 2003.
[2]
D. Carless, “Student use of the mother tongue in the task-based classroom,” ELT Journal. Oxford university press/U.K., 2007.
[3]
R. Ellis, “Task-based Language Teaching and Learning,” Oxford University Press, 2004.
[4]
J. Huang, “Grammar Instruction for Adult English Language Learners: A Task-Based Learning Framework,” Regent University. Journal of Adult Education Information Series, No. 1 Vol. 39, 2010.
[5]
X. Jiangqin, L. Feng, and J. Min, “Task-based language teaching. International conference on computer science & software engineering,” 2008.
[6]
C. Lambert, “A task-based needs analysis: Putting principles into practice,” University of Kitakyushu, 2010.
[7]
K. Lee, “Task-based learning for pronunciation,” University of Canberra, 2002.
[8]
W. Little wood, “Communicative and task-based language teaching in East Asian classrooms,” Hong Kong Institute of Education, 2006.
[9]
D. Nunan, “Task-based Language Teaching,”Cambridge University Press, 2004.
[10]
G.Ogilvie, and W. Dunn, “Taking Teacher education to task: Exploring the role of teacher education in promoting the utilization oftask-based language teaching,” University of Alberta, 2010.
[11]
J. Philip, R. Oliver, and A. Mackey, “The impact of planning time on children’s task- based interactions,” University of Auckland. Edith Cowan University, Georgetown University, 2006.
[12]
J. C. Richards and T. S. Rodgers, “Approaches and Methods in Language Teaching. Cambridge,” University Press, 2002.
[13]
P. Tavakoli, “Assessing L2 task performance: understanding effects of task design,” Applied linguistics, London Metropolitan University, 2009.
[14]
K. Van den Branden, “Task-based Language Education from theory to practice,” Cambridge University Press, 2006.
[15]
J. G. Westhoff, “A priori assessment of language learning tasks by practitioners,” Utrecht University, the Netherlands, 2009.
[16]
D. Willis, and J. Willis, “Doing Task-based Teaching, Oxford University Press, 2007.
[17]
L. Xin-ming, “Learners’ Needs Analysis in Task-based Language Teaching,” Zhejiang Gongshang University, 2010.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186