| Body | Task-based learning and teaching (TBLT) is an approach to language learning with origins in communicative language teaching. TBLT is centered on functional language use in which real-world tasks are a central component of classroom activity, as well as a critical driving force in curriculum development, and assessment (Van den Branden, Bygate, & Norris, 2009). The approaches to TBLT are varied, however a number of commonalities can be drawn to inform classroom practice.
- Meaning is at the core of all curricular activities. While the amount of emphasis on form(s) may vary, ultimately, in TBLT the primary focus remains on meaning rather than form. The objective of the activity moves beyond the use of a target set of forms or form.
- Tasks reflect language use in the real world and are similar to what people do with language outside of the classroom. That is, instead of prescribed outcomes of an activity, learners are given a goal and, in most cases, presented with scaffolded subtasks to build necessary skills to complete the task. For example, a task might entail buying groceries at a store or market for the best price possible.
- A learner-centered approach to tasks can add authenticity to the experience. For example, learners might be given a task to go to a bank and get cash. Instead of specifying this should be done in one way (e.g., cashing travelers checks), the instructor can facilitate a variety of choices so that the learners can select what is relevant to their own situation (e.g., an ATM withdraw or cashing a check).
- Learners have a reason to communicate that moves beyond practice of a target structure of set of vocabulary. For example, they might need missing information, need to negotiate a transaction of some kind, or express unknown information.
- Assessment includes the process of task completion as well as the product of the task itself. Success is determined by learners' ability to meet the target goal of the task and the subtasks leading up to its completion. Reflection and formative assessment drive learners' classroom experience.
Reference
Van den Branden, K., Bygate, M., and Norris, J. (2009). Task-based language teaching: a reader. Amsterdam: John Benjamins.
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