Until the late 1960s it was assumed that the ability to communicate in a foreign language would be exclusively based on the knowledge of grammar rules and vocabulary. The 1970s, however, saw a major shift in focus away from form to meaning. This basic insight led to the emergence of Communicative Language Teaching (CLT) in the 1980s which until now serves as an umbrella term for a number of approaches, valuing communicative competence higher than linguistic knowledge.
Among the strongest versions of CLT, there is Task-Based Language Teaching (TBLT) which basically promotes the use of tasks as the core unit of foreign language teaching (cf. Larsen-Freeman, 2000:121). Accordingly, it will be the aim of the present paper to verify whether TBLT is also a valid approach for the EFL classroom and how this can be justified in terms of current teaching objectives and learners’ needs. The first section of the paper will provide the theoretical background to TBLT. It will be relevant here to compare different definitions of the term task, in order to identify useful criteria that help to distinguish a task from the concept of an exercise.
Moreover, the functions and interrelations of a few selected types and components of tasks shall be discussed. In the second section, the focus will be put on factors to consider when implementing task-based language learning in EFL. For this purpose, the main principles of TBLT will be portrayed drawing on the potential assets and drawbacks of the approach. It will be relevant here to answer the following controversial questions related to TBLT:
1. How to avoid that the focus on “authentic” communication is done at the expense of formal accuracy? 2. How does TBLT affect teacher and learner roles in a TBLT classroom? 3. How can tasks be used to assess what learners can do in the L2? Finally, there will be provided a sample lesson of TBLT. This lesson is built around a speed-dating activity and is designed for grade 11/1. An attempt shall be made here to analyze how the lesson relates to the formerly defined criteria of TBLT and how this meets the latest standards of the official curriculum of Brandenburg for ESL at upper secondary school level.
Table of Contents
1 Introduction
2 Theoretical Underpinning
2.1 Defining a task
2.2 Classifying task types and their components
3 The assets and drawbacks of TBLT
3.1 Authenticity
3.2 Learner and teacher roles
3.3 Assessment
4 A sample task: “Find your dream date”
4.1 The pre-task stage
4.2 The main-task stage
4.3 The post-task stage
5 Conclusion
6 Bibliographical References
7 Appendix
7.1 Lesson Plan
7.2 Blank role play cards
7.3 Notepad for speed-dating
Objectives and Topics
The primary aim of this work is to verify whether Task-Based Language Teaching (TBLT) serves as a valid and effective approach for the EFL (English as a Foreign Language) classroom, specifically addressing how it aligns with current teaching objectives, student needs, and curricula standards.
- The theoretical foundations and defining criteria of pedagogical "tasks" vs. traditional exercises.
- An analysis of the benefits and potential challenges associated with the implementation of TBLT.
- The impact of TBLT on classroom dynamics, specifically regarding teacher and learner roles.
- Practical application of TBLT through a concrete "speed-dating" lesson design for upper secondary students.
- Evaluation strategies that harmonize with the communicative goals of task-based learning.
Excerpt from the Book
1 Introduction
Until the late 1960s it was assumed that the ability to communicate in a foreign language would be exclusively based on the knowledge of grammar rules and vocabulary. The 1970s, however, saw a major shift in focus away from form to meaning. This basic insight led to the emergence of Communicative Language Teaching (CLT) in the 1980s which until now serves as an umbrella term for a number of approaches, valuing communicative competence higher than linguistic knowledge. Among the strongest versions of CLT, there is Task-Based Language Teaching (TBLT) which basically promotes the use of tasks as the core unit of foreign language teaching (cf. Larsen-Freeman, 2000:121). Accordingly, it will be the aim of the present paper to verify whether TBLT is also a valid approach for the EFL classroom and how this can be justified in terms of current teaching objectives and learners’ needs.
The first section of the paper will provide the theoretical background to TBLT. It will be relevant here to compare different definitions of the term task, in order to identify useful criteria that help to distinguish a task from the concept of an exercise. Moreover, the functions and interrelations of a few selected types and components of tasks shall be discussed. In the second section, the focus will be put on factors to consider when implementing task-based language learning in EFL. For this purpose, the main principles of TBLT will be portrayed drawing on the potential assets and drawbacks of the approach. It will be relevant here to answer the following controversial questions related to TBLT: 1. How to avoid that the focus on “authentic” communication is done at the expense of formal accuracy? 2. How does TBLT affect teacher and learner roles in a TBLT classroom? 3. How can tasks be used to assess what learners can do in the L2?
Summary of Chapters
1 Introduction: This chapter outlines the shift from traditional grammar-based teaching to Communicative Language Teaching and defines the core objective of evaluating TBLT in the EFL classroom.
2 Theoretical Underpinning: This section explores various academic definitions of what constitutes a "task" and classifies different types of tasks based on their structure and communicative gaps.
3 The assets and drawbacks of TBLT: This chapter provides a critical analysis of TBLT, focusing on the concepts of authenticity, the changing roles of teachers and students, and strategies for effective assessment.
4 A sample task: “Find your dream date”: This practical section details a 90-minute lesson plan for grade 11/1, demonstrating how pre-task, main-task, and post-task stages can be structured.
5 Conclusion: The final chapter summarizes the findings, asserting that TBLT remains a valid approach when balanced with consciousness-raising activities and learner-centered evaluation.
6 Bibliographical References: A list of academic sources and internet materials used to support the research.
7 Appendix: This section provides supplementary materials, including the detailed lesson plan table, blank role-play profiles, and a notepad for student evaluation.
Keywords
Task-Based Language Teaching, TBLT, Communicative Language Teaching, EFL, language acquisition, classroom interaction, learner autonomy, authenticity, task components, pedagogical assessment, speed-dating, communicative competence, curriculum, student roles, cognitive processes.
Frequently Asked Questions
What is the fundamental focus of this paper?
The paper examines the validity and implementation of Task-Based Language Teaching (TBLT) within the context of English as a Foreign Language (EFL) classrooms.
What are the primary themes discussed?
The work covers the theoretical definition of tasks, the pros and cons of TBLT, shifts in teacher/learner roles, and practical lesson design strategies.
What is the core research objective?
The aim is to determine if TBLT is a suitable approach for modern school curricula, specifically looking at how to balance authentic communication with formal accuracy.
What scientific methods are employed?
The author uses a literature-based theoretical review combined with a practical pedagogical application in the form of a detailed lesson plan and analysis.
What is addressed in the main body of the text?
The main body moves from theoretical foundations (defining tasks) to practical implementation (the "speed-dating" task cycle) and an evaluation of its effectiveness in terms of learner outcomes.
Which keywords best describe this research?
Key terms include TBLT, communicative competence, learner autonomy, task cycles, and EFL classroom practice.
How does the "speed-dating" activity specifically address TBLT principles?
The activity incorporates pre-task preparation, a main task focused on genuine meaning negotiation (using information and reasoning gaps), and a post-task reflection phase.
How does this document handle the issue of formal accuracy in TBLT?
The author argues that while TBLT focuses on meaning, accuracy can be maintained by integrating consciousness-raising activities and emphasizing learner autonomy in self- and peer-correction.
- Quote paper
- Francesca Cavaliere (Author), 2014, The needs and potentials of task-based EFL teaching using the sample task of speed-dating, Munich, GRIN Verlag, https://www.grin.com/document/315228
