Task-based language
learning
Definition:
• Task-based language learning (TBLL), also known
as task-based language teaching (TBLT) or task-
based instruction (TBI) focuses on the use of
authentic language and on asking students to do
meaningful tasks using the target language. Such
tasks can include visiting a doctor, conducting an
interview, or calling customer service for help.
Assessment is primarily based on task outcome (in
other words the appropriate completion of tasks)
rather than on accuracy of language forms. This
makes TBLL especially popular for developing
target language fluency and student confidence.
The core
• The core of the lesson is the task. All
parts of the language used are
deemphasized during the activity
itself, in order to get students to
focus on the task.
Pre-task
• In the pre-task, the teacher will present what will
be expected of the students in the task phase.
Additionally, the teacher may prime the students
with key vocabulary or grammatical constructs,
although, in "pure" task-based learning lessons,
these will be presented as suggestions and the
students would be encouraged to use what they
are comfortable with in order to complete the
task. The instructor may also present a model of
the task by either doing it themselves or by
presenting picture, audio, or video demonstrating
the task.
Task
•During the task phase, the students
perform the task, typically in small
groups, although this is dependent on the
type of activity.
•the teacher's role is typically limited to
one of an observer or counselor.
Planning
•Having completed the task, the
students prepare either a written or
oral report to present to the class. The
instructor takes questions and
otherwise simply monitors the students
Report
•The students then present
this information to the rest of
the class. Here the teacher
may provide written or oral
feedback, as appropriate, and
the students observing may do
the same.
Advantages
• Task-based learning is advantageous
to the student because it is more
student-centered, allows for more
meaningful communication, and often
provides for practical extra-linguistic
skill building.
• Furthermore, as the tasks are likely
to be familiar to the students (eg:
visiting the doctor), students are
more likely to be engaged, and
motivated.
Disadvantages
•There have been criticisms that task-
based learning is not appropriate as
the foundation of a class for beginning
students.
•Others claim that students are only
exposed to certain forms of language,
and are being neglected of others,
such as discussion or debate.
2. CLIL and TBL together:
How can tasks help?
• There is a rich literature on TBL which can be applied to the
problems of CLIL .
• Tasks have to be about something and Content can provide the
topics.
• Content has be broken down into activities that learners can
engage with, and these fit our definition of a Task.
CLIL through Tasks
Do Coyle lists Task design in her curriculum planning model
and stresses the need for a ‘strategy for promoting
genuine communication in the FL if learning is to take
place’.
Tasks can be the main strategy
She adds: The CLIL environment demands a level of talking
and interaction that is different from the traditional
language classroom.
Tasks provide opportunities for genuine communication
and rich meaning-focused interaction
Characteristics of effective tasks
• have a primary focus on meaning
• have a clear outcome for learners to achieve
• relate as far as possible to real world activities
• engage learners’ interest
2.2.1. Task-based learning
► Activity / task / project
► Final product
► Activity sequence / integrated activity description:
LANGUAGE CONTENT COMPETENCES
Subject- Key
Skills matters competences
2.2.1. Task-based learning
Mathematics: Elaborar e interpretar informaciones estadísticas
teniendo en cuenta la adecuación de las tablas y gráficas
empleadas y analizar si los parámetros son más o menos
significativos. 3rd year ESO
Social Sciences: Analizar el crecimiento de las áreas urbanas,
la diferenciación funcional del espacio urbano y alguno de los
problemas que se les plantean a sus habitantes, aplicando este
conocimiento a ejemplos de ciudades españolas. 2nd year ESO
Natural Sciences: Interpretar algunos fenómenos naturales
mediante la elaboración de modelos sencillos y
representaciones a escala del sistema solar y de los
movimientos relativos entre la luna, la tierra y el sol. 1st year