What is task-based
language teaching?
David Nunan
The English Centre
University of Hong Kong
Overview
TBLT - Theoretical/conceptual
considerations
A framework for TBLT
Examples
Syllabus design considerations
A pedagogical sequence for
introducing tasks
Theoretical/conceptual
considerations
Traditional ‘synthetic’ approaches
Different parts of the language are
taught separately and step by step
so that acquisition is a process of
gradual accumulation of parts until
the whole structure of language has
been built up.
(Wilkins, 1976: 2)
Theoretical/conceptual
considerations
Communicative ‘analytical’ approaches
Prior analysis of the total language system
into a set of discrete pieces of language
that is a necessary precondition for the
adoption of a synthetic approach is largely
superfluous. … [Such approaches] are
organized in terms of the purposes for
which people are learning language and
the kinds of language that are necessary
to meet these purposes.
(Wilkins, 1976: 13)
A Framework for TBLT
Real-world / target tasks
Pedagogical tasks
Rehearsal
tasks
Activation
tasks
Enabling skills
Language
exercises
Communicative
activities
Nunan, D. 1999. Second Language Teaching and Learning. Boston:
Heinle / Thomson Learning
Examples
Real world task
Call the airline and reconfirm a
reservation you have. Check other
details, such as time of departure, and
time you have to be at the airport.
Examples
Rehearsal task
Write your resume and exchange it with
another student. Study the positions
available advertisements in the
newspaper and find a job that would be
suitable for your partner.
Examples
Activation task
Work with three other students. You are on
a ship that is sinking. You have to swim to
a nearby island. You have a waterproof
container, but can only carry 20 kilos of
items in it. Decide which of the following
items you will take. (Remember, you can’t
take more than 20 kilos with you.)
(con’t)
Examples
Activation task (con’t)

Axe (8 kilos)


Cans of food (500 grams each)


Bottles of water (1.5 kilos each)

Medical kit (2 kilos.)

Short-wave radio (12 kilos)

Portable CD player and CDs (4 kilos.)

Rope (6 kilos).
Firelighting kits (500 grams
each)


Notebook computer (3.5 kilos)
Box of novels and magazines (3
kilos)
Packets of sugar, flour, rice,
powdered milk, coffee, tea. (Each
packet weighs 500 grams)
Waterproof sheets of fabric (3 kilos
each.)

Examples
Enabling skills
Teach vocabulary
Comedies, horror films, action movies,
romances, thrillers, dramas
Teach structures
What kind of movies do you like?
I like_____________.
Do you like__________?
Yes, I do.
No, I don’t.
Examples
Language exercise
Fill in the blanks with these words:
boring, romance, Annie McDowell,
Chocolate and Roses
_______ is a terrible actress. Her new
movie is _______. It’s a ______, but it’s
also extremely ________.
Examples
Communicative activity
Find someone who ….
Thrillers
Comedies
Romances
Action movies
Likes
Doesn’t like
…….
…….
…….
…….
……
……
……
……
Syllabus design considerations
Tasks
Macrofunctions
Exchanging
Look at the
map. You are at goods and
services
the hotel. Ask
your partner
directions to
the bank.
You are having
a party. Tell
your partner
how to get
from the
school to your
home.
Microfunctions Grammar
Asking for and
giving directions
Wh-questions.
Imperatives
Tasks
Macrofunctions Microfunctions Grammar
Syllabus design considerations
Role play. You are in a
clothing store and have
$150 to spend. Look at
the clothing items on
the worksheet. Find out
the prices, and decide
what to buy.
Exchanging
goods and
services
Listen to the automated
ticketing service for ‘What’s
on around town this
weekend’. Make a list of
movies, and concerts and
how much they cost. Work
with three other students
and decide where to go.
Group work discussion and
decision-making task. Look
at a set of ‘to let’ ads., and
decide on the most suitable
place to rent.
Asking about
and stating
prices
How much /
how many
Yes/no
questions
Tasks
Macrofunctions
Microfunctions Grammar
Syllabus design considerations
You are at a
party. Introduce
your partner to
three other
people.
Role play. You
are taking part
in a job
interview. Your
partner will ask
you about
yourself. Answer
his / her
questions.
Socializing
Exchanging
personal
information
Stative verbs
Demonstrative:
This
A target task
Group work discussion and decision
making task. Look at a set of ‘to let’
ads., and decide on the most suitable
place to rent.
A pedagogical sequence for
introducing tasks
Step 1
Step 1
Create a number of
schema building tasks
that introduce initial
vocabulary, language
and context for the task.
Example
Look at newspaper
advertisements for
renting
accommodation.
Identify key words
(written as
abbreviations), and
match people with
accommodation.
Step 2
Step 2
Give learners
controlled practice in
the target language
vocabulary, structures
and functions.
Example
Listen to a model
conversation
between two people
discussing
accommodation
options and practice
the conversation.
Practice again using
information from the
ads. In step 1.
Step 3
Give learners
authentic listening
practice.
Step 3
Example
Listen to several
native speakers
inquiring about
accommodation and
match the
conversations with
newspaper ads.
Step 4
Focus learners on
linguistic elements –
e.g. grammar and
vocabulary
Step 4
Example
Listen again to
conversations and
note intonation
contours.
Use cue words to
write complete
questions and
answers involving
comparatives
(cheaper, closer, more
spacious etc.)
Step 5
Provide freer practice.
Step 5
Example
Pair work information
gap role play. Student A
play the part of a
potential tenant. Make a
note of needs and then
call rental agent.
Student B plays the part
of a rental agent. Use
ads., and offer partner
suitable accommodation.
Step 6
Pedagogical task
Step 6
Example
Group work
discussion and
decision making task.
Look at a set of ads.,
and decide on the
most suitable place
to rent.
Principles of TBLT
- Scaffolding
Scaffolding
Lessons and materials should
provide supporting frameworks
within which the learning takes place.
At the beginning of the learning
process, learners should not be
expected to produce language that
has not been explicitly taught.
Task dependency
Principles of TBLT
- Task dependency
- Recycling
Within a lesson, one task should grow
out of, and build upon the ones that
have gone before.
Recycling
Recycling language maximizes
opportunities for learning and
activates the ‘organic’ learning
principle.
Active learning
Principles of TBLT
- Active learning
- Integration
Learners learn best by actively using
the language they are learning.
Integration
Learners should be taught in ways that
make clear the relationships between
grammatical form, communicative
function, and semantic meaning.
Reproduction to creation
Principles of TBLT
- Reproduction to creation
In reproductive tasks, learners
reproduce language models provided
by the teacher, the textbook or the
tape. These tasks are designed to give
learners mastery of form, meaning and
function, and provide a basis for
creative tasks. In creative tasks,
learners are recombining familiar
elements in novel ways.
Reflection
Principles of TBLT
- Reflection
Learners should be given
opportunities to reflect on what
they have learned and how well
they are doing.