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task teaching method

What Is Task-Based Learning? A Guide to the Popular Teaching Method

Johanna kawasaki.

  • April 6, 2021

task-based learning

As global language teachers who want to stay up to date with recent developments in education (and also stay competitive when it comes to getting that dream job), we have to constantly evolve as educators and include modern ways of teaching in our lesson planning and our teaching methods. One such method that all ESL teachers should know about is task-based learning (TBL), also referred to as task-based language teaching. What is task-based learning? Read on if you’re interested in learning about this rewarding and fun teaching method!

If you’re new to teaching, you’ll want to get initial training and qualification with a TEFL certificate . You can explore our online TEFL courses to get started!

Why is task-based learning important?

  • During task-based learning, students solve tasks that are relevant and interesting to them. In order to solve the task, they need to use the target language they’re learning to communicate with their peers. They use authentic language instead of answering grammar or vocabulary questions about the language. Students — especially younger learners — don’t actually feel that they’re studying a language at that moment because they’re engrossed in the task they’re working on.
  • Task-based learning is especially conducive to group learning. Learning a language as a group is also a very important contributor to effective retention. Collaborating with others and becoming confident with the language within a group is a key step in acquiring that language. Also, receiving positive feedback from peers and teachers increases confidence and motivation to learn and to communicate with others.
  • Students’ understanding of the language also deepens because the realistic context in which they’re learning the language is relevant to their personal lives. It’s a good idea to ask your students about their hobbies and preferences at the beginning of a course so that you can include their interests in the tasks you set.
  • In addition to the benefits for students, solid knowledge of this method will also increase your job prospects as a teacher. Some job ads specifically ask for task-based language teaching experience!

A Bridge grad teaching English to young learners in Turkey

What is the task-based method?

The task-based teaching approach is one of many modern ESL teaching methods and focuses on setting a goal for students — this could be a report, a video, or a presentation — and then following three main steps to achieve that goal.

1. The pre-task

During this stage, which can take up a whole lesson if needed, the teacher introduces the task to the students and gets them motivated to solve it. Once everyone is engaged, the teacher should explain what is expected for the task.

Verbal explanations can be supported by an example from the teacher or by showing a previous student’s work. The teacher can then give further instructions if needed and offer advice on how to approach the task.

2. The task

This is the main stage of task-based learning, where students start working on the task, usually in groups or pairs. This stage is done in the target language so that students feel the need to use the language they want to learn in order to solve the task.

The teacher doesn’t usually join in the work process. Instead, he or she will monitor the students and offer hints if students really need support.

Find out about teaching English online to groups.

3. The review (or post-task)

Once the students have completed the task and have something to present, the review stage, also known as the post-task, starts.

It’s a good idea to let students evaluate each other’s work and only offer a teacher review of frequently-made errors during the task. Peer correction could be carried out in the form of comments, feedback discussions, or a checklist with additional room for free commentary.

The review stage offers students the opportunity to reflect on their work and analyze it in order to improve their skills for the future.

BFITS Thailand teacher with a class of students

What is a task (vs. an activity)?

Task-based learning uses a lesson structure that incorporates different activities to solve a task. The task can span the length of an entire lesson or, if it’s project-based learning, it can take up several lessons to complete.

Essentially, the task is the big-picture assignment that students are trying to complete or solve, and the activities are the individual steps or exercises they take to achieve the task.

Examples of tasks include:

  • Creating a presentation
  • Making a video or short movie
  • Writing a piece of text, such as a newsletter article
  • Acting out a skit
  • Creating an original game that includes writing down the game rules, playing the game, and evaluating the game
  • Working out the solution to a practical problem, such as planning an upcoming trip or gathering missing information, like working out who started a rumor at school
  • Participating in a group debate or discussion, like arguing for a favorite competitor in a TV show

You can develop some great tasks using these fun ESL games and activities for young learners and teens.

What is a task-based activity?

A task-based activity is a procedure in which students have to use the target language in order to achieve a specific outcome. The best TBL activities reflect real-life situations, so the students can see that the lesson is relevant to their own lives.

One of the main task-based learning advantages is that the activities allow students to use the language they know freely and exploratively as long as they are able to complete the overall task. Error correction can be done at the end of the lesson if necessary but not during the activity, so you encourage fluency and motivate students to use the language.

Learn more about correcting students’ mistakes with the Micro-credential Course in Error Correction in the EFL Classroom.

An example of a task-based activity could be to have each student draw a comic picture and explain the content and the inspiration behind it to the group. They then have to collaborate to put together a comic strip that includes each student’s picture, which is the main task (to create an original comic strip).

  • You can also use task-based language teaching and task-based activities in the online classroom. You can have students submit their work and you can share the results with the group. Then, everyone can work together on the main task that you previously set.

Learn more about creating materials for the EFL classroom!

Jhonny teaching origami online through a video camera

How can you apply a task-based approach to your teaching?

As an English teacher, you will not get around the “boring stuff,” such as grammar drills and vocabulary work. You also have to keep in mind that your students need to practice all four skills: writing, reading, speaking, and listening.

However, keeping the drills and language exercises to a necessary minimum and including more task-based learning in your curriculum can help students use the target language immediately and retain words and grammar points more effectively.

Here are two examples of task-based lesson plans:

In the physical classroom (with a group of 10-15 teenagers)

  • Greeting and warm-up: While the students are settling in, you can play a song that’s popular among your students. You can let them sing along if they know the song well!
  • Assign the task and give instructions: “Create your own music video in groups of 4-5 students using a song of your choice. Everybody has to have a role, from managing the camera to coming up with choreography to performing in the video. You have this lesson for planning and the next lesson for filming. We will watch all of the videos in the third lesson and give feedback to each other.”
  • Do the task: Let students gather in groups and start planning their video. Monitor their language and teamwork, and take notes. Make sure that everybody is engaged and involved and that there are no students who are just standing by.
  • Review: Before the lesson ends, give brief and motivating feedback to the students, and praise them for their efforts and their use of the language. Remind the students to be ready to start filming during the next lesson.

In the online classroom (with around 5 young learners)

  • Greeting and warm-up: Call out each student’s name and show each of them a card with a different word on it. It could be “dog,” “play,” “boy,” “girl,” “sunny,” etc. Have each student read their word out loud.
  • Assign the task and give instructions: “Create a short story that includes all of the words I gave you just now. You can decide the order of the words and how you use them in your story. You can add as many words and plot twists as you like. Each student has to contribute at least one sentence. Please start.”
  • Do the task: Watch the students on camera and take notes. If communication between them comes to a standstill, you can provide some support by asking questions, such as “What do you think could happen next?” or “Who can come up with the next idea?” or “Who wants to include their word next?” Your support should encourage the students to participate without giving them an idea straight away. Finally, have the students write down the story that they created. They can then take turns reading it out loud, one sentence at a time.
  • Review: Praise your students for their effort and teamwork, and applaud their story. Let the students have time for self-reflection and respond to questions such as “What did you do especially well today?” or “What would you like to improve for next time?”

If you’re not comfortable with task-based language teaching just yet, don’t let that discourage you. You can envision using this teaching method as your personal task. Set yourself a goal, try TBL out in your next lesson, and review your class afterward to reflect on what to improve and what went well!

In a teaching pinch? Try one of these last-minute ESL lesson plans that can be adapted to any class!

task teaching method

After backpacking Australia on a Working Holiday visa, Bridge graduate Johanna traveled to Japan for a year to teach English. She then moved to New Zealand for another two years before returning to her chosen home country, Japan, where she currently lives. Now, with more than eight years of professional English teaching experience, Johanna enjoys her expat life in Japan teaching teenagers at a private junior and senior high school, where she recently received tenure after only two years. When she’s not teaching, Johanna continues to travel regionally and explore new places.

task teaching method

What is Task-Based Learning?

Boost your learner outcomes with this effective framework..

task teaching method

What is task-based learning? Or should that be ‘task-based language teaching’? How do you use it in a lesson? What’s the difference between this and project-based learning? Read on!

Task-Based Learning (TBL) is a lesson structure, a method of sequencing activities in your lessons.

Sometimes called ‘task-based language teaching’, in TBL lessons, students solve a task that involves an authentic use of language rather than complete simple questions about grammar or vocabulary.

Task-based learning is an excellent way to get students engaged and using English. That, plus the collaborative element, builds confidence in language and social situations. It’s also been shown to align with how we learn a language.

So why doesn’t everyone use TBL all the time?

Well, there are several disadvantages to task-based learning, which we’ll look at in a minute. A lot of teachers try it once, it falls flat, and they don’t use it again. A big part of that first failure is that the ‘task’ isn’t a task.

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So What is a Task?

Good question. TBL calls for a specific kind of task, one that fits these requirements:

It involves meaningful communication A ‘gap’ between what the students know to prompt communication (e.g. they have different information or a difference of opinion). Students can choose how to complete it and which language to use. There’s a clear goal, so students know when it’s completed

A task could be to create a presentation, some media, a piece of text, or a recorded dialogue.

It could be trying to find the solution to a practical problem, like planning a complex journey, or deducing missing information, like working out who started a rumour at school.

It could even be justifying and supporting an opinion, like arguing for your preference in an election or your favourite competitor in a TV show.

Whichever task you choose, like ‘present, practice, production’ (PPP), task-based learning is a structure with three stages:

1. The Pre-Task

This is where you introduce the task to the students and get them excited about the task. Once they’re engaged, then you should set your expectations for the task. Do this, so the ‘less motivated’ students don’t do the bare minimum.

To do this, you could show the students an example of the completed task or model it.

If you want to differentiate your students, then now is an excellent time to hand out support materials or scaffold the task appropriately. Group them and give instructions .

The focus of the stage is to engage the learners, set expectations and give instructions .

2. The Task

Begin the task!

Small groups or pairs are good, rather than a larger group where shyer students can ‘hide’. Ideally, you won’t join in the task, but you’ll monitor and only give hints if students get stuck.

A note here on task design — there are several ways to design a task, but usually (as mentioned above), it should involve a ‘gap’ of some sort. Read this article for ideas on how to do this.

The focus of this stage is fluency — using the language to communicate without using L1 unless needed.

3. A Review

Once the learners complete the task and have something to show, it’s time to review.

Peer reviews are preferable, or if you see an error common to many during your monitoring, a teacher-led delayed correction is also very useful.

For weaker groups, peer correction can be made more effective by giving the students support on providing feedback — perhaps via a checklist or a ‘things to look for’ list.

The aim for this stage is accuracy — reflecting on completed work and analysing it.

Advantages of Task-Based Learning

Student interaction is ‘built in’ to the lesson, as they need to communicate to complete the task.

Students’ communication skills improve.

Students’ confidence can improve as tasks can mimic real life.

Students’ motivation can improve due to the same reason.

Students’ understanding of language can be more profound as it’s used in realistic contexts.

Disadvantages of Task-Based Learning

Tasks have to be carefully planned to meet the correct criteria.

It can take longer to plan.

It’s also time-consuming adapting PPP-style coursebook lessons.

Too much scaffolding in the early stages can turn a TBL class into a PPP class.

Students can avoid using the target language to complete the task if:

Tasks aren’t well-designed

Students aren’t motivated.

Students are too excited.

Students feel lazy

I believe there are more ways for a task-based learning class to ‘fail’ (or rather, for it to go wrong) than a presentation, practice, production class. I’d recommend that a teacher grasp the basics (classroom and behaviour management, especially) before starting to experiment with TBL classes.

Three Reasons TBL Classes Go Badly

Here are three reasons TBL classes typically go wrong and what to do about it.

1. If Tasks Aren’t Well Designed

What happens: Students might get into the task, but if it’s designed around communication, then there’s no need to talk, and students can complete the task by themselves. Which inevitably happens.

Why it happens: there’s no gap in the task (see earlier)

Solution: design your task with one of the communicative gaps mentioned earlier. Here’s a helpful podcast where I discuss task design.

2. If Students are ‘Lazy’ or Bored

What happens: Students will do the bare minimum to complete the task. They’ll avoid the target language and use the most straightforward language they know, even single-word utterances, to get by.

Why it happens: the topic isn’t interesting, hasn’t been presented clearly, they don’t understand, or there’s no rapport with the teacher.

Solution: choose an interesting topic/context/material for learners, grade your language appropriately, check your instructions, and work on rapport building.

3. If Students are too Excited

What happens: students are so excited to complete a task that they revert to a mixture of crazy interlanguage , body language and shouting (“That.. Here! No, wrong, it, it — [speaks own language] — ta-da! Teacher, teacher, done!” )

Why it happens: they’re over-excited and want to complete the task as soon as possible. The good news is that you chose a topic, context and materials connected with them — congratulations! The bad news is that it got in the way of the task…

Solution: If you expect your task to excite the students, make sure that you set the standards very clearly. Show a model of some kind, and be clear about the minimum standard. If appropriate, quantify it; “you have to record at least 20 lines of speech, everyone must speak at least three times…” and so on.

Further Observations on Task-Based Learning

I’ve noticed that with enthusiastic advanced learners, a model isn’t as important and might even be a bad idea. Giving a model can steer your students in a particular direction, as they think that’s what you want and try to please you. Not providing a model lets them use their imagination and creativity.

Conversely, a model is necessary for younger or weaker learners, or there’s a danger of ending up with low-quality work.

Task-based learning seems to be slowly changing its name, as more people call it ‘task-based language teaching’.

You might have heard of ‘project-based learning’ (PBL) — the only real difference between that and task-based learning is that PBL is usually run over periods longer than just one lesson and with more review stages.

References & More Information

Ellis, R. (2018) Reflections on task-based language teaching . Bristol; Blue Ridge Summit, PA: Multilingual Matters (Second language acquisition, volume 125).

Nunan, D. (2004) Task-based language teaching . Cambridge, UK; New York, NY, USA: Cambridge University Press (Cambridge language teaching library).

Willis, D. and Willis, J. R. (2011) Doing task-based teaching . 5. print. Oxford: Oxford Univ. Press (Oxford handbooks for language teachers).

Podcast: Principles for Designing Better Tasks (with Dave Weller) . A discussion between myself and the lovely folks at the TEFL Training Institute .

See you again in two weeks.

Whenever you're ready, there are three ways I can help you:

1.   Learn how to plan better, faster and stress-free with my book Lesson Planning for Language Teachers (90 ratings, 4.5 ⭐ o n Amazon).

2.  Develop calm students, a relaxed mind and a classroom full of learning with my book Essential Classroom Management (16 ratings, 4.5 ⭐ o n Amazon).

3.  Improve your teaching in five minutes daily with my Reflective Teaching Practice Journal (4 ratings, 4.5 ⭐ o n Amazon).

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TBL - Task-based Learning

See an explanation of the term ‘TBL - Task-based Learning’.

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Task-based learning is an approach to language learning where learners are given interactive tasks to complete. In order to do this, they need to communicate. Once the task is complete, then the teacher discusses the language used.

Example The learners plan an itinerary for a guest who is coming to stay with their teacher. They research places to visit and timetables. They prepare a written schedule and a short guide. Once the task is completed, they discuss some of the language that has been important with the teacher.

In the classroom Tasks can provide an organisational structure for a teacher who believes in the Communicative Approach . Tasks provide meaningful communication and an opportunity to acquire language through real language use. Task-based learning may become more appropriate at higher levels.

Further links: https://www.teachingenglish.org.uk/article/a-task-based-approach https://www.teachingenglish.org.uk/article/unit-9-task-based-learning https://www.teachingenglish.org.uk/article/task-based-speaking https://www.teachingenglish.org.uk/blogs/jane-willis/grammar-based-teaching-task-based-teaching-making-shift https://www.teachingenglish.org.uk/article/criteria-identifying-tasks-tbl

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Second and Foreign Language Education pp 1–11 Cite as

Task-Based Teaching and Learning: Pedagogical Implications

  • Martin East 4  
  • Living reference work entry
  • First Online: 01 January 2016

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Part of the Encyclopedia of Language and Education book series (ELE)

Task-based language teaching (TBLT) has been developing since the 1980s as a learner-centered and experiential means of fostering real language use in second and foreign language (L2) classrooms through learners’ engagement in tasks. TBLT has aimed to address some of the limitations of more established procedures aligned with so-called communicative language teaching (CLT), most particularly by challenging top-down teacher-centered grammatical emphases (weak CLT) and addressing the limitations of a pure focus on meaning (strong CLT) through the phenomenon of focus on form. TBLT has gained considerable support through empirical studies that have demonstrated the efficacy of tasks to promote second language acquisition. Nevertheless, TBLT has not been without its critics. Also, more recent research among teachers has revealed teacher uncertainty about what TBLT is, with eclecticism often more highly favored by teachers than a task-based framework. In turn, the claim that TBLT is a more effective pedagogical approach than more traditional CLT models is arguably more ideological than evidential. If TBLT is to become a more established approach to L2 teaching and learning than it currently is, more work is needed to develop greater understanding of how a task-based framework can be utilized more successfully in real classrooms. The agenda for the future must include investigating and encouraging the implementation of TBLT in ways that will increase teacher certainty about the effectiveness of what they do in their classrooms.

  • Task-based language teaching
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Andon, N., & Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19 (3), 286–310.

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Bygate, M. (2001). Effects of task repetition on the structure and control of language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning and testing (pp. 23–48). Harlow: Longman.

Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31 , 485–500.

Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35 (4), 595–608.

Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19 , 49–66.

Cook, V. (2010). Linguistic relativity and language teaching. In V. Cook & A. Bassetti (Eds.), Language and bilingual cognition (pp. 509–518). New York: Psychology Press.

East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand . Amsterdam/Philadelphia: John Benjamins.

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East, M. (2014b). Mediating pedagogical innovation via reflective practice: A comparison of pre-service and in-service teachers’ experiences. Reflective Practice: International and Multidisciplinary Perspectives, 15 (5), 686–699.

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Hall, G. (2011). Exploring English language teaching: Language in action . New York: Routledge.

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Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58 (4), 319–326.

Long, M. (2000). Focus on form in task-based language teaching. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 179–192). Amsterdam/Philadelphia: John Benjamins.

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Richards, J. C. (2006). Communicative language teaching today . Cambridge, UK: Cambridge University Press.

Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287–318). Cambridge, UK: Cambridge University Press.

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East, M. (2015). Task-Based Teaching and Learning: Pedagogical Implications. In: Van Deusen-Scholl, N., May, S. (eds) Second and Foreign Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02323-6_8-1

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Language Teaching Strategies , Tips for Language Teachers

An intro to the task-based language teaching methodology.

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Image of a student working on a puzzle task during a foreign language lesson

This blog post is a refreshed and updated version of our previous one (originally published on September 8, 2020). This new version was last updated 5 October, 2023.

If you’ve ever wondered how to make language learning more engaging, practical, and effective, you’re in the right place! In this blog post, we’ll explore the principles, benefits, and practical application of the Task-Based Language Teaching methodology (TBLT in short), shedding light on how this innovative methodology can transform language education. From real-world communication to meaningful tasks, join us as we delve into the exciting realm of TBLT and discover how it can revolutionize your approach to language teaching and learning!

Well researched language education methods, such as the Communicative Language Teaching (CLT) and the Content and Language Integrated Learning (CLIL) , as well as approaches that connect gaming with linguistic skills , have transformed the lessons of the last decade. Modern language classrooms have long left the traditional Grammar-translation methodology , where learning is based on translation from and to the language taught, leaving no space for speaking practice. This article aims to introduce another important language teaching approach, the task-based approach, that will assist your students to fully utilize their linguistic knowledge and boost their foreign language speaking and critical thinking skills.

What is the Task-Based Language Teaching (TBLT) method?

According to Richards and Rogers , task-based learning strategy focuses on communication through task completion. Students get engaged with a task they are truly interested in, and they aim to carry it out only using the target language and its taught elements. In other words, in the topic of recycling for instance, that is being taught for a couple of weeks, students are engaged in various tasks that could eventually lead to a presentation project, using the authentic language learned and the necessary tools, such as the internet. The key to this language teaching and learning methodology is not the correct and strict use of the language taught but the emphasis is given to the task’s outcome and to the steps followed for its culmination. The tasks can be really anything but preferably they would be something that your students see relevant for real-life situations.

Types of tasks in task-based language teaching and learning

What are the types of tasks we see in Task-Based Language Teaching and Learning?

1. Information gap activities : as the name implies, this sort of TBLT activity allows students to exchange information or learn things about each other. For example, students in pairs should ask and answer questions so as to learn each other’s weekly schedule, aiming to find a common pastime such as going to the movies.

2. Reasoning gap activities : during this language learning activity, students are asked to convey meaning from something you have given to them. The trick is that sometimes what they understood and what they have to present to you in the end might be different. For example, you can ask your students to work on a timetable and on some variables and solve a problem.

3. Opinion gap activities : for creative students, this language teaching activity might be the most preferred, as they are asked to share their own opinions or feelings about a specific situation. For example, you could hand them a worksheet with six empty blocks and ask them to make a comic using the verbs you learned this week, or you could set up a debate on a current social topic.

See below what are the advantages and disadvantages of Task-Based Language Teaching and Learning method? Source: https://www.barefootteflteacher.com

Examples of advantages and disadvantages of task-based language learning

How can you build your language lesson using Task-Based Teaching Method?

In essence, a language lesson based on the Task-Based Language Teaching method has three stages, the Pre-Task Activity , the Task and the Post-Task or Review .

During the Pre-Task Activity , you introduce the task to the students, trying to motivate them and make them look forward to it. At this point, you also set your expectations and you show them a finished example of the same task as guidance as well as a method to avoid using the native tongue to answer the many questions students might have. You proceed to hand out stationery and other necessary materials, and form groups or pairs.

The Task stage is where you let your students shine. Focus on making them work in small groups so even the least motivated student can grasp the chance to work. Do not intervene, let them communicate on their own and only walk around the classroom monitoring the process. Assist them only if they do not know how to proceed.

When the task is over, it is time for the Review . Groups have the chance to present their work (video, poster, story) to you and to their peers and receive constructive feedback.

Practical implementation of task-based language teaching in classrooms

Next, let’s explore some examples on how language teachers can effectively implement TBLT in their classrooms, considering the teacher’s role, lesson planning, and the enhancement of students’ grammatical and communicative skills.

1. Designing engaging lesson plans

To successfully integrate TBL into your English or foreign language classes, start by creating engaging lesson plans that revolve around communicative tasks. A communicative task is an activity that requires students to use the target language with their peers to accomplish a real-life objective. For instance, you can design a lesson around a task like “Planning a Weekend Trip,” where students have to discuss travel itineraries, accommodation options, and create an itinerary.

2. Shifting the teacher’s role

In a task-based lesson, the teacher’s role evolves from being the primary source of knowledge to a facilitator and guide. Instead of delivering lectures on grammatical rules, the teacher supports students as they engage in real communication. Encourage students to work in pairs or small groups, fostering interaction and peer learning. This shift in the teacher’s role encourages students to take ownership of their own learning process.

3. Integrating grammatical structures

While TBLT prioritizes communication skills and fluency, it does not mean neglecting grammar entirely. In fact, TBLT offers an opportunity to teach grammar in context, making it more meaningful for students. For example, in the “Planning a Weekend Trip” task, students may naturally encounter past tense when discussing their past travels or conditional sentences when considering hypothetical scenarios. Your role as a teacher is then to highlight these grammar rules in the post-task review stage.

4. Using meaningful tasks

The key to successful TBLT is the use of meaningful tasks. These tasks should align with students’ interests and daily lives, making the learning process relevant and engaging. Whether it’s discussing current events, solving problems, or planning events, the tasks should have a clear purpose and relevancy.

5. The learning process

TBLT embraces the idea that language is best learned through its use in authentic, real-world situations. As students engage in communicative tasks, they actively participate in the learning process. They discover language rules and nuances organically while striving to achieve their task objectives. This fosters a deeper understanding of the language and encourages active language production.

3 awesome Task-Based Language Learning activity examples (based on On Tesol)

  • Plan a trip – Divide students into groups and after having an exciting travelling conversation, ask them to brainstorm on planning a trip. Prompt them to ask questions like how long the trip will last; what is the budget; what kind of activities they should do. Provide them with objects like a map, set a specific time, and let them pick a real or imaginary destination and create the travelling plan.
  • Problem-solving – You could present them with various everyday problems they might face. For example, you could encourage them to brainstorm solutions to a certain school problem and create a poster to display that to the rest of the school community. For more advanced or older in age groups, you could set up debates on social issues.
  • Story making – Give them a character or the beginning of an unknown story or fairytale to them and give them some minutes to brainstorm the story’s ending on their own before being paired. When the groups are formed they will have the chance to listen to their classmates’ ideas and decide on a specific ending after debating all the ideas.

If you are interested to try out the Task-Based Language Teaching method in your language classes, you will probably enjoy our next article that gives examples of  how Sanako’s Virtual Classroom Software can be used to deliver TBLT lessons .

References used in this article:

Richards, J. and Rodgers, T (1986) Approaches and Methods in Language Teaching, Cambridge University Press.

Willis, D. and Willis, J. R. (2011) Doing task-based teaching. 5. print. Oxford: Oxford Univ. Press (Oxford handbooks for language teachers).

N.S. Prabhu, Second Language Pedagogy, Oxford University Press; 1st edition (1 Oct. 1987).

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8 Task-based Language Teaching Activities to Simulate Key Situations

Do you like to solve problems? Complete a puzzle?

Miss the days when you’d dump a big pile of Legos on the floor, figure out which pieces go with which and put them all together?

Do you see language learning as a riddle, an enigma, a challenge that you have to find a way to unravel and put back together again in order to make it useful and meaningful ?

Do your students ?

If so, you should try task-based teaching activities in your language classroom!

Why Use Task-based Teaching?

What is task-based teaching, what are the steps for a successful task-based teaching activity, 8 favorite task-based activities, 1. road trip, 2. the business mixer, 3. first day of class, 4. the farewell party, 5. department of tourism, 6. scavenger hunt, 7. the interview, 8. show and tell.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

In task-based teaching, the center of the learning process moves to the students themselves and allows them to come to the realization that language is a tool to tackle and (re)solve real-world problems.

The process of task-based learning itself teaches important skills. Students learn:

  • How to ask questions
  • How to negotiate meaning
  • How to interact in and work within groups. Within this group work, they are able to observe different approaches to problem-solving as well as to learn how others think and make decisions.

These are all skills that our students will need in order to be successful in the real world, regardless of which language(s) they use there.

In addition, task-based teaching provides students with the linguistic components they will need to accomplish these real-world tasks. These include:

  • How to introduce themselves
  • How to talk about themselves, their families, their interests, their likes and dislikes, their needs, etc. in the right socio-cultural context.

By moving the focus away from mechanical drills—although such drills do still have their place even today in language teaching, especially when teaching highly inflected languages—task-based teaching focuses on communication and interaction, using appropriate language at the correct time.

Task-based language teaching is a student-centered approach to second language instruction. It is an offshoot of the communicative approach , wherein activities focus on having students use authentic target language in order to complete meaningful tasks, i.e. situations they might encounter in the real world and other project-based assignments.

These projects could include visiting the doctor, making a phone call, conducting an interview in order to find answers to specific questions or gathering information to make a poster or advertisement.

In task-based teaching the focus is not on grammar, but rather on helping students develop linguistic strategies for completing the assigned tasks within the constraints of what they know of the target language. Because the emphasis is on spontaneous, creative language use, whether spoken or written, rather than on absolute accuracy, assessment is based on task outcome.

Before even stepping into the classroom and using a task-based activity, it is important to have a firm objective in mind: Why are you using this activity?

What steps do you need to take there in order for your students to succeed?

1. Start with a pre-task activity. This stage starts with the instructor explaining to her students what will be expected in the task cycle and post-task review stages. This is very much in line with the PPP ( p resentation, p ractice, p erformance) approach to instructional design.

  • In a lower-level class , it will likely include an introduction or review of key vocabulary or grammatical concepts the students will need to accomplish the assigned task.
  • In a higher-level class , where the grammar and vocabulary have already been introduced, the students might be asked to brainstorm as to what language and linguistic features they would expect to need in order to complete the task successfully.

2. Follow the actual task cycle.

In this stage, the students complete the task either in pairs or small groups. The instructor is generally reduced to the role of observer, stepping in only when the students seem to be going too far astray from the assignment at hand.

3. Classroom work ends with the post-task review.

This is where the students present their work in some fashion. They might:

  • Report their findings to the class as a whole.
  • Perform a dialog or skit.
  • Share their written story or video or poster with their classmates.

Depending on your goals and the time available, you can ask your students to perform some type of peer assessment at this point. This also assures you that your students pay attention to the presentations of their classmates!

4. Give a relevant homework assignment.

Unless the activity is the culmination of a unit, chapter or class, you will likely need to come up with an appropriate homework assignment and a logical follow-up to the activity just completed in class. This too can take a number of forms. Your students could:

  • Write an essay based on their in-class work.
  • Write a reflective piece, a self-critique about what they accomplished and learned.
  • Write an assessment of the others in their group, of the other groups or of the project as a useful learning mechanism.
  • Turn in their own version of the project, as they would have done it if they could have worked independently, explaining why they would have done things differently had they had the opportunity.

With some theoretical background and those practical steps in mind, let’s look at some task-based activities you might want to use in your language classroom.

For this task-based language teaching activity, you should have enough maps for each group in your class.

  • At the beginning of the class, you should ask each group what information they need from you in order to plan the perfect trip. This might include the number of days you wish to travel, your budget and what you like to do while on the road or in your free time.
  • Once your students have this information, set them loose with their maps and give them time to plan!
  • When they are done, have them present their trip to the entire class. Students can decide to include pictures or authentic videos to showcase their trip , such as those found on FluentU.

FluentU allows students to watch a curated library of authentic English videos, that are paired with interactive dual-language subtitles that they can click on if they don’t know a word and want to see a context-specific definition.

Your class, as a whole, can now vote on which trip you are going to take!

What about homework? Depending on the level of the students, there are a couple of options:

  • If it is a lower-level class , they could write a short postcard home, telling some key points of one day of the trip.
  • If it is a more advanced level class , they could write two or three days’ journal entries , similar to a postcard, but more detailed and, of course, using more language skills.

If you have a class of college students or professionals, they will have to assessment Why not help prepare them for this by doing a simulation activity in the target language?

For this activity, you will need to prepare in advance a number of cards that will tell students:

  • The name of their company
  • The product they sell or represent
  • Some basic information about the company they work for
  • What they are looking for. You should be sure that each card has at least one match for point (4). You do not want to set your students up for failure.

Before starting, you should ensure that all students know what a mixer or networking activity is and what it entails.

For the activity itself:

  • Students will walk around the room introducing themselves and engaging in some small talk, before discussing what it is they do and what they are looking for in a business deal or partner.
  • They should move from person to person until they have found the perfect match! If they find their match before everyone else, they can continue to engage in small talk with others until everyone has found their match.
  • At the end of the activity, they should return to their perfect pair, and each can explain why it is that they are the match for that person.

For homework, as in real life, your students can follow up with a brief handwritten note or short email message thanking their partner for their time and reiterating their interest in working together.

How do you spend the first day of class?

The odds are pretty good that your students are in your class in order to learn how to speak and that they will want as many opportunities to speak as they can find. This task can help with that!

  • Start that first day of class with a game of 20 Questions , but with some modifications. Namely, instead of using the game to guess the identity of a famous person, ask your students, first in groups and then as a whole, to come up with 20 questions.
  • Once you have agreed on a list of questions, send your students back into their groups to put these questions into a logical order. Come back together again and agree upon an order.
  • At this point, each student should pair up with another student, preferably one from a different group. They should ask each other the questions, making note of the answers.
  • After your students have done this, they should then take their schedules and compare them with that of another student or students whom they might find interesting to converse with.
  • The final step in this exercise is for the students to determine whether they have compatible schedules or not, and, if so, agree upon a time to meet for weekly or twice-monthly conversation.

For this particular activity, you don’t need a specific homework assignment because the follow-up activity will be the actual conversations in which the students engage.

Everyone sees friends move away at some point in their life. Maybe when that happened to you, you planned a farewell party for them. Why not turn this into a task-based activity for your classroom?

Before class, you will need to make a shopping list and a separate stack of cards. On them will be the foods and drinks that appear on that list. Each student will get a list and a card .

The lists could be in the first language or in the target language, depending on what type of class you are teaching. The cards should be in the target language.

  • The first task for your students is to go around and identify, in the target language, who is bringing what to the party.
  • Once you have been assured that everyone has done this step correctly, you can divide the class into small groups and start the second stage: planning the actual party!
  • For this task, you will need to assign your students a number of questions to resolve: They will need to decide when is the best time for the party, what they will do at the party, what food to bring, etc. At the end, each group will present its party plan and everyone will decide who has planned the best party.

What about homework? One idea is for each student to take on the role of the friend who is leaving and, the day after the party and before leaving town, write a thank you note to his or her fellow students, thanking them for the party.

Many students who are studying a second language are doing so because they are either living in the country where that language is spoken or they want to visit that country . We can make a task-based activity that will prepare them for the latter!

  • Ask your students to brainstorm what they remember seeing either in print or on TV when a travel destination is advertised. What stuck out in their minds? What made them want to go there? If they went there, what did they do while they were there?
  • Now have them think of a place in a country where the target language is spoken that they might like to visit. What is it about that place that draws them to it? What do they think of when they think of that place?
  • Now you can create small groups. Each small group should decide where they would like to travel, if that has not already been determined, and what they would use in a poster campaign to advertise that locale based on what they know about the place.
  • The students will then design their own poster campaigns, complete with words and images, which they will then bring to the next class and present to their classmates as part of a tourism initiative.
  • As with other activities here, the students can vote on the best poster campaign.

Homework? Have your students write a letter to their parents asking for permission to go to the winning locale over Spring Break, being sure to explain why they want to go there, what they will do there and how, of course, being there will help their language to improve!

Think of the Scavenger Hunt as one big task composed of many smaller tasks.

For example, you can divide the class into two or three groups and instruct them to find “Golden Keys” (or any object of your choice) around campus. Each key opens a box that contains a mini-task. The group that completes all tasks first will be declared the winner and given an awesome bounty or reward of your choice.

Unlike previous examples of tasks that require days of practice and longer periods of preparation, the tasks involved here can be completed on the spot. For example, you can give tasks like:

  • Arrange the written numbers from smallest to largest.
  • Identify the person described in a paragraph of the target language.
  • Bring a red, round object or a brown, square one.
  • Bring an object that matches the adjective.
  • Translate three sentences correctly.

This task should be done in pairs. One student will serve as the host or interviewer, the other will be the celebrity guest.

This can be done impromptu for advanced classes, but for beginners, you can give a day or two of prep where the students rehearse their Q&A. You can add spice to the task by giving key questions that the host should ask the guest. Questions like:

  • Who do you like in class?
  • Which Hollywood actor do you think you look like?
  • If a genie grants you three wishes, what will be your first wish?

This task should be done individually and in front of the class. It will require some days of practice.

Ask students to share something personal about themselves. Popular choices would be:

  • “My Typical Day”
  • “My Ideal Mate”
  • “My Hobbies”
  • “My Pet Peeves”
  • “The Biggest Regret of My Life”
  • “The Happiest Day of My Life”
  • “The Real Reason I Want to Learn German/Italian/French/Spanish”
  • “Three Things You Don’t Know About Me”

The speech should be done in the target language, of course.

I hope you enjoyed these task-based foreign language activities and find them useful in your teaching!

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Introduction to Task-Based Learning (TBL)

What is a task and what is the best way to define and describe Task-Based Learning?

Do you think that incorporating meaningful tasks is a good way to motivate your learners?

Written by Sheila Corwin

Sheila Corwin

Teacher Trainer in Florence

Task-Based Learning: what it is?

Task-Based Learning (TBL) is all about your students creating, producing, or designing something in class… it could be anything… anything at all. TBL includes the 21st Century skills of Communication, Collaboration, Creativity, and Critical Thinking (4C’s) and can also be described as a short interactive assignment that results in a finished product.

The Task part of Task-Based Learning has been (more or less) defined by linguistic scholars as:

  • things people do in everyday life (Long, 1985).
  • a goal-oriented activity that leads to an outcome or result (Willis, 1996).
  • a completed work plan which can be assessed (Ellis, 2003).

What kind of activity is a task?

In 2007, Jane Willis and her husband Dave Willis came up with the following criteria in their book Doing Task-Based Teaching (pp. 12-14) which can be used to discern a task:

  • Will the activity engage learners’ interest?
  • Is there a primary focus on meaning?
  • Is there a goal or an outcome?
  • Is success judged in terms of the result?
  • Is completion a priority?
  • Does the activity relate to real-world activities?

If your answer is yes to all the questions, you can be sure that the classroom activity you have in mind is task-like.

Task-Based Learning and Task-Based Language Teaching

task teaching method

TBL is an approach to teaching that was originally used by second or foreign-language teachers. It is an approach that stems from Communicative Language Teaching (CLT) – a language teacher methodology – which emerged in the 1970s.

Language teachers originally adopted Task-Based Learning for a variety of reasons with the most important being the desire to make their classrooms more student-centered, communicative, and collaborative by incorporating more interactive tasks.

Task-Based Learning (TBL) is also known as Task-Based Language Teaching (TBLT) and Task-Based Instruction (TBI). Its principal focus is on the completion of meaningful tasks. Such tasks can include creating a poster, producing a newsletter, video, or pamphlet, or designing a map of the school or neighborhood.

The Task Cycle > Task / Plan / Report

The TBL formula includes the following stages:

The teacher introduces the topic and gives students clear instructions and guidelines on what they will be doing during the three-part task cycle (below). This phase will give students a clear understanding of what will be expected of them and include any important knowledge or details they need to know.

This is also a good time to lead into the task by brainstorming or asking questions about the topic. Teachers can also get students ready for the task by presenting an example of the task or introducing a picture, audio, or video which will be useful in completing the task.

Students get ready to do the task. Students are given what they need to complete the task (handouts and written instructions) and are assigned to work in pairs or small groups while the teacher monitors and offers encouragement when necessary. The teacher’s role is typically limited to one of a coach, guide, and facilitator.

Students work on the task in pairs or small groups and prepare to report or present their results or product. They make important decisions about their presentation and assign each person in the group with a part of the task to present, so everyone takes responsibility during the report stage. The group rehearses its presentation. The teacher walks around, helps if needed, and takes notes on anything that needs to be addressed after the presentations.

Report/Present

Students present their findings to the class in the form of a presentation. The rest of the class listens to the reports and writes down feedback which will be given to the presenters after all reports have been heard. The class can also ask questions or provide some quick oral feedback after each presentation. The teacher also gives feedback on the content as well. Students vote on the best presentation, report, or product.

After presenting their completed task, others in the class can offer constructive feedback.

Several ways to do so include:

  • Two stars and a wish – two positive things about the presentation and one suggestion,
  • The 3, 2, 1, Formula – Three likes, Two suggestions, and One question.
  • Finally, feedback can be given based on things like the content of the presentation, use of visuals, eye contact, etc.

How to create your own TBL lesson

task teaching method

Here is a template for creating your own Task-Based Learning lesson or activity:

  • Design a ……………………………………
  • Create a …………………………………….
  • Produce a …………………………………..
  • Task: What would you like your students to design, create, or produce?
  • Plan: What specific instructions will you give your students for doing this task and what guidelines should they follow during their planning stage?
  • Report/Present: What do you want your students to report or present and how much time will you give them to explain or present their ideas?

There are many different TBL interpretations so don’t hesitate to make it your own.

An example of Task-Based Learning Activity

Jane Willis (1996) came up with A Framework for Task-Based Learning that includes coming up with tasks that revolve around a certain topic. This can be very useful for teachers looking for task ideas to engage their students during a lesson.

See the example to follow:

Topic: Travel

  • Listing : List three reasons why people love to travel.
  • Ordering, Sorting, and Classifying : Put pictures of different travel destinations in order from the most desired to the least desired destination. Sort travel destinations from the northern to the southern hemisphere. Classify destinations by languages people speak.
  • Comparing or Matching: Compare different countries. Match people to their country of origin.
  • Problem Solving: Think of three low-budget travel destinations.
  • Creative Task : Create a travel poster or find out about different countries and become an expert on a country that you would like to travel to in the future.
  • Share Personal Experiences : Share stories about past travel destinations. Write a poem about your favorite place and share it with the class.

6 Advantages of Task-Based Learning

  • Students are at the center of learning.
  • Students are working on something that is personal and relevant to them.
  • Students gain practice in collaborating with others and making group decisions.
  • Students spend a lot of time communicating.
  • Students take on responsibility for engaged learning .
  • TBL is enjoyable , motivating, and a great place to start for teachers thinking about incorporating more Project Based Learning at their schools or classrooms.

task teaching method

Task-Based Learning has many interpretations and you, the teacher, can adapt and make anything your own. Although TBL was originally developed with language teachers in mind, the core of every Task-Based Learning lesson, as the name suggests, is the task.

A Task-Based approach offers an alternative for teachers who are interested in creating a more student-centered environment in their classroom. In a task-based class, the lesson is based on the completion of a central task and its presentation.

TBL incorporates all 4C’s and is a great way to get students used to working on Project Based Learning (PBL) because it includes many of the same skills but, in a smaller, more digestible way.

Whereas PBL requires working on a project for an extended period, TBL can be done in one or two lessons and can be a good starting point for teaching students how to communicate, collaborate and work on presentations with others.

  • Willis D. and J. Willis (2007) Doing Task-based Teaching. Oxford: Oxford University Press
  • Willis J. (1996) A Framework for Task-based Learning. Harlow: Longman Pearson Education

5 thoughts on “ Introduction to Task-Based Learning (TBL) ”

Hello, I do not use project-based learning techniques with my lessons. However, I have successfully used other methods and techniques.

Sheila Corwin

Hi Mehmet, TBL or Task Based Learning is a very small PBL and can be a good place to start for teachers who are interested in incorporating more communication, collaboration, creativity, and collaboration between students in their classrooms.

Yes, I think that collaborative method and game-based learning develop students’ creativity. Of course, we can say that these also contribute to many more mental development of children.

Thanks to Sheila i met in’Florence in January 2018, I use Willis´s model to set up TBL in class…it does work very well.

Now I am a teacher trainer and I teach them how to set up this pedagogical method in class.

So glad you’ve found this approach useful to you in both your own classroom and in your training of other teachers. By the way, I have very fond memories of you in my teacher training classroom, Chantal. =)

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English language resources for efl students and teachers.

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Task-based Learning in TEFL

Task-based learning (tbl).

Task-based learning (TBL) is a teaching method that focuses on context and meaning. This approach is also called task-based instruction (TBI) or task-based language teaching (TBLT).

In a task-based language learning class, teachers give students tasks to compete so that they can practise the language in a personalised and meaningful way.

After completing the task, the teacher asks students to consider the language they used. However, the main focus of a task-based learning class is on the students actually doing the task itself. This reveals the language that is studied.

Task-based language learning uses practical tasks to help students find their own useful vocabulary and language structures.

Example tasks might be going food shopping , visiting the doctor , dealing with issues in an airport , making a telephone call, being interviewed or conducting an interview, ordering a taxi, complaining about a meal in a restaurant or resolving an issue in a shop. Task-based learning allows students to uncover their own vocabulary during the task.

Task-based learning vs PPP technique

There is much discussion over the best way to teach a language lesson. The PPP method of teaching is often used in the classroom as a way of introducing vocabulary or ideas.

The focus in PPP classes is on presentation, practice and production. However some people think that the PPP technique is old fashioned . Some teachers offer task-based learning as a viable alternative to PPP as a more practical teaching method.

A problem with PPP is that students can sometimes end up using unnatural ways to practice new language structures. Task-based learning is supposed to overcome that problem by putting all the emphasis on useful and meaningful tasks as the way to actually learn the language and vocabulary.

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Students’ role in task-based language learning

In a task-based language lesson, the teacher doesn’t decide beforehand what language will be taught and learned.

The teacher prepares a task for the students to complete and the language and vocabulary learned is decided upon and produced naturally during the task. This way, the vocabulary learned will be student-led vocabulary that is always meaningful and useful.

A task-based learning or TBL lesson allows the students to take a more central role in determining the language structures they learn. The completion of the main task requires students to think for themselves about what they need to learn and the learning process happens during the completion of the task.

Although teachers do not pre-prepare the vocabulary as much as with a PPP lesson, a task-based language learning lesson does follow a pattern:

Task-based Language Learning (TBL) Lesson Structure

Pre-task preparation

Before the task begins, the teacher needs to present the topic and give instructions on the task. The teacher can also introduce some vocabulary that will be useful to students while they complete the task.

The preparation stage for a task-based language learning lesson might involve giving an example of the task being performed or even showing a video to students so they know what is expected of them.

The emphasis here should be on clarity of explanation, so student know exactly what to do during the task-based learning activity.

When students come to complete the task in a task-based learning (TBL) lesson, they can work individually, in pairs or in groups.

Normally it is best for students to work in small groups or pairs so they can use the language and practise together verbally and collaboratively.

The teacher should monitor the students’ progress and offer encouragement or help where needed.

Planning and Reporting

The planning and reporting stage of a task-based learning lesson allows students to report back to the group, telling everyone else how they competed the task.

This can be the preparation of a verbal report or a written report. It can be formal in style or more informal in style and they can practice beforehand what they will say or write in their pairs.

This stage of the TBL lesson allows the students and the rest of the class to see what language each group needed and lets them practice their language in a natural way.

The teacher can also show videos of other groups performing a similar task to see how they competed it.

During the analysis stage of the task-based learning class, the teacher can take elements from each of the students’ reports and highlight the important language and any overlaps or interesting parts.

Students can discuss specific features of the task, how they approached them and what language skills were needed. If any video was shown during the reporting stage it is also a good idea to discuss how the students in the video completed their task.

Based on the reports and the analysis stage of the TBL lesson, the teacher can select important areas of the language that need extended practice.

The task and reports will show the areas where students had the most problems and therefore which language areas, words and phrases need practice.

Students can then do some activities to improve their knowledge and confidence with these problematic language areas.

Advantages of Task-Based Learning

A task-based language lesson is much more student-led than many other types of language lesson. In a task-based learning class, the students are more in control of what they learn. In all the stages of the class, the students can use their language skills in a meaningful way.

In many ways this makes a TBL lesson more natural that a PPP lesson, as the language is personalised and connected specifically to the context of the task.

The language explored and learned in a TBL class comes from the needs of the students. The needs uncovered during the task dictate what is learned, instead of this being decided beforehand by the teacher or a textbook.

Task-based learning is a strongly communicative approach to language teaching. In contrast, a PPP lesson is more teacher-driven.

Students need to communicate with each other in order to compete a task so they are forced to find new ways of using language and it quickly becomes clear what areas they find difficult and what areas of knowledge they are lacking in.

The tasks themselves make the TBL lesson motivating as students are engaged straight away and the language feels relevant.

Instead of restricting language lessons to focusing on a single piece of vocabulary or a single grammar point as is often the case in a PPP lesson, task-based language learning lessons let student uncover these areas naturally within a stimulating context.

Disadvantages of Task-Based Learning

Task-based learning has very little focus on accuracy. Because of this, students may find themselves practicing erroneous language a lot of the time.

The language required to complete a task and discuss it may be far above the level of many of the students. This could make the TBL class de-motivating for some students , particularly those of a lower ability level.

The way the groups complete the tasks is their choice. For this reason it is hard for the teacher to know exactly what language areas to introduce before the task.

Presenting certain vocabulary or language structures beforehand might be unnecessary if students do not require that language during the task. However, students could also feel frustrated if they find they do not already have the knowledge of the language points required during the task.

Although in theory, learning via a task can be more stimulating than an ordinary teacher-driven lesson, the motivation of the students depends on the task. The personalisation of the task-based learning (TBL) class can be negated by the task if it does not appeal to the individual student.

Indeed, if students use language they already know to compete the task during the TBL lesson, they are not actually learning anything new – they are only practicing.

Another problem in language learning  via a TBL lesson is that task-based learning suits proactive students and confident collaborators. For students who are quiet, shy or simply more reflective in their approach to learning, this might not be the best way for them to learn or even practice a language .

Share your thoughts on task-based learning

Do you like the task-based language learning approach?

Is task-based learning more effective than PPP for language lessons?

Can you think of any more advantages of task-based learning?

How would you address the disadvantages of the TBL approach?

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Task-Based Language Teaching and Learning | TBL Lesson Plan Ideas

If you’re looking for details about task-based learning, then you’re certainly in the right place. We’re going to cover what TBL is, the steps involved in this type of lesson as well as some advantages and disadvantages when compared to a PPP style of lesson. Finally, you can find some task examples to consider trying out with your students. Keep on reading for everything task based instruction!

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Task based learning ESL activities

What is Task-Based Learning?

Task-based language learning is a kind of lesson that involves students completing a specific task using whatever language they deem necessary to do so. The goal is for students to use language in a more authentic way instead of prescribed vocabulary or grammatical structures.

To learn more about teaching languages, be sure to check out: Approaches and methods in language teaching .

What is a Task?

A “task” in a TBL lesson is a specific thing that students are supposed to accomplish in a pair or small group through meaningful communication. The task can vary but some examples are a presentation, another kind of media, completing an information gap activity, justifying an opinion or solving a problem of some kind.

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What are the Steps in a Task-Based Language Teaching Lesson? Paradigm #1

There are a few discrete steps in this kind of lesson. Here is a simple overview.

This is where the teacher introduces the task to the students. This can be done by telling the students about it, giving them written instructions or showing examples of completed tasks.

Also, be sure to set minimum expectations for the students so that the more unmotivated students know what is expected of them.

Students complete the task with a partner or small group, using English for the majority of the activity. I circulate around the class and gently encourage this, as well as offering any assistance with language if students ask me. Also, be sure to monitor for any groups who have gone off track and assist them with getting back to where they should be.

The goal of this stage is fluency and communication. Don’t expect a high degree of accuracy. The most important thing is that students are able to make themselves understood to their partner or group members.

Review/Feedback

This is where students present their task to the class, or at minimum, the teacher. I try to aim for peer feedback as well as teacher feedback but in some situations, this may be more difficult or more trouble than it’s worth. Use your discretion. At this stage, the aim should be a higher degree of accuracy.

The teacher should take notes about incorrect use of language they hear more than once and use this as a basis for some class feedback at the end of the activity. Or, a topic to focus on in another class. For example, students are struggling with negatives in the past tense , or aren’t sure how to form conditionals.

Steps in a Task Based Lesson: Paradigm #2

The three-step TBL lesson mentioned above is pretty standards. However, there are certainly more detailed templates out there. Here’s one to consider.

This involves giving the students instructions on what they’re supposed to do. The teacher can show some examples of a finished project, or even play a recording or students doing the project, using English.

Students complete the task in pairs or small groups. The teacher monitors and offers assistance as necessary.

Students prepare a short presentation for the class, talking about their completed task. I generally require that students memorize what they’re going to say and don’t read what’s written on a piece of paper, word for word.

Students report to the class how their task went, or share the results. Other students can offer feedback or ask questions.

The teacher can highlight relevant language that the students either used really well or some things that students can improve on. This may form the basis of another lesson.

Students practice the language that the teacher selected as needing assistance with.

Advantages of Task Based Learning

There are a number of reasons why you might want to consider Task-Based activities over more traditional methods of language teaching. Here are a few of the most important ones:

  • It can encourage autonomy and responsibility for learning.
  • Students can use any of their language resources for completing a task, instead of just one specific grammatical construction.
  • There’s an opportunity to make the language more personal.
  • The language comes from students’ needs, rather than a prescribed sequence from a textbook.
  • Language learning can be more memorable if the task is designed well.
  • It’s very student-centred.
  • Some students really enjoy working in groups.
  • Communication skills can improve as students are required to communicate with one another to complete the task.
  • They can be ideal for larger language classes because students are working together in groups and the teacher doesn’t have to give individual feedback to everyone.

Disadvantages of Task Based Teaching

There are a number of disadvantages to this style of learning to keep in mind. Here are a few of the main ones.

  • Lesson planning can take a longer time than with something like a PPP approach.
  • Course books usually aren’t designed for this style of teaching and it can take a lot of time to adapt them to this.
  • If students have very little in the way of the required language to complete the activity, then it can turn into a more traditional kind of lesson very easily.
  • You may encounter unmotivated students who are reluctant to try out something new in a language class.
  • The potential for a “bad” lesson is higher with TBL than with traditional methods.
  • Some students may not enjoy group work, especially if there is a wide range of motivation levels within a single class.

task-based-learning

Problems you Might Encounter in a TBL Activity

There are a number of problems you might encounter during a task based lesson plan. These are usually avoided through careful planning though so it’s certainly worth spending some time on this.

Tasks aren’t Well-Designed

The biggest problem with TBL is that tasks aren’t well-designed. They need to have enough of a challenge to them that students have to work a little bit hard to figure them out and complete them. However, they also shouldn’t bit too difficult so that students feel like giving up. Aim for the middle ground here between the two extremes and you’ll do well.

Tasks aren’t Well Explained

Even the best-designed tasks sometimes fail if students don’t know exactly what they’re supposed to do. I like to come at it from a few different angles:

  • telling students about it
  • having instructions written down
  • asking ICQs (instruction checking questions) to test for understanding
  • circulating around the class, especially at the beginning of the activity to check and see if any groups are going down the wrong path

Students are “Lazy”

There are a number of reasons why students may do the bare minimum just to complete the task and be done with it. Some of these reasons include:

  • the task isn’t explained clearly
  • it’s too easy or too difficult
  • students aren’t interested in the task
  • there is no rapport with the teacher
  • students don’t like their group members

Of course, all of these things can be avoided easily enough! That’s the good news.

Students can Complete the Task Easily in their First Language

It’s sometimes the case that students get really excited about doing the task. This is good news. However, it’s sometimes the case that it can be too easily done in a common first language.

To avoid this, set clear minimum requirements. For example, each group member must speak, in English for at least 30 seconds when giving your presentation. Or, you need to have at least 20 sentences. This will change depending on the task set.

What about the PPP Approach?

Traditionally, English teachers have used gone with the PPP approach when presenting new language to students. While useful, it does have a number of problems which is why many TEFL teachers are moving towards a more task-based approach. Here’s a brief overview of presentation-practice-production and why you might consider TBL instead.

Steps in a PPP Lesson

The steps in this kind of lesson are:

  • Presentation

The presentation happens in a variety of ways such as a text or dialogue (reading or listening). After that students are presented with the language and then they have some practice time. This starts with very controlled and gradually moves to a bit freer once students get more familiar with the language.

Finally, there’s a free practice stage where students produce the target language without a lot of direction from the teacher.

What are the Problems with PPP?

There are a number of disadvantages to this kind of TEFL lesson. Some of them include the following:

  • Students may overuse the target language and it may not sound natural.
  • Students can complete the production of the lesson not using the target language.
  • There is some debate as to whether language learning is memorable beyond a few days or weeks.

It’s for these reasons that people are shifting towards task-based activities for at least part of their language classes.

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What is task based teaching?

What are some Examples of a Task-Based Learning Activity?

There are a number of task based activities to consider doing in a language class. Here are just a few of my favourite task-based learning ESL activities:

Make a Video Clip

Students love using their cellphones so I like to go with the flow sometimes! In this case, I have students make a short video about something I want to target. For example, manners. I get students to choose a place (coffee shop, restaurant, on a first date, etc.) and then make a video talking about the important things to consider with regards to good (or bad) manners.

Find Something in Common

Here’s a very simple example of a TBL activity. Students have to circulate around the class, talking to each other in English in order to find something in common with each other. They can use any language they wish to do so. Check it out: Finding Something in Common .

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Plan a Road Trip

This is a fun activity that students really enjoy. Each group has to choose a place they’d like to visit and then plan a road trip. They can talk about places to see, how to get there, where to stay, famous restaurants to try, etc.

Information Gap (Jigsaw) Activities

Info gap activities are a classic example of a task. Each student has only part of the complete set of information. They have to get all the information through talking to their partner or group.

There are a number of different styles of this kind of activity but all of them involve some serious communication! Find out more about it: ESL Information Gap.

Plan a Class Party

This is a nice one if you actually do have the time and resources to have a class party at the end of the semester. Each group can plan what they’d like to do, within a certain budget. After presenting their ideas, the class can vote on which party they’d like to attend. And then, actually do it!

Odd One Out

This is a simple task that is also a nice warmer or review activity. There are four words in a group and students have to work together with a partner to choose which one doesn’t fit and then say why. In a TBL lesson, make sure that you require students to do this in English. Check it out: Odd One Out .

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Mixed up Sentences

This is a simple review activity that makes a nice task as well. Students have to work together with a partner to put words in the correct order in a sentence. They need to do this using English in order for it to be a task-based activity. Here are the details: Mixed Up Sentences ESL .

After Reading Activities

There are a ton of TBL activities that are possible after students read a novel, short story or another piece of writing. Here are some of my best ideas: After Reading Activities.

Postcards Writing Activity

This is a fun activity where students have to pretend they are on vacation and then write a postcard to someone. If you want to make it into a task-based learning activity, then require that students do this in groups and that they use only English to complete the activity. Find out more: Postcards TEFL Writing Activity .

Do you have a recommendation for a task based activity? Please let us know!

There are a number of common questions that people have about task-based learning and teaching. Here are the answers to some of the most popular ones.

What is task-based ESL teaching?

Task-based ESL teaching is an approach that focuses on learners completing meaningful tasks to develop language skills and achieve communicative goals.

What are the benefits of task-based ESL teaching?

Task-based ESL teaching promotes active learning, authentic language use, and the integration of language skills. It enhances students’ motivation, fluency, and ability to communicate in real-world contexts.

How are tasks selected in task-based ESL teaching?

Tasks in task-based ESL teaching are selected based on their relevance to learners’ needs and interests. They should be meaningful, authentic, and provide opportunities for language practice.

What is the role of the teacher in task-based ESL teaching?

The teacher in task-based ESL teaching serves as a facilitator, providing guidance, support, and feedback throughout the task. The teacher encourages communication, monitors progress, and promotes language development.

How do students benefit from task-based ESL teaching?

Students benefit from task-based ESL teaching by engaging in meaningful and purposeful language use. They develop their language skills, improve their ability to solve problems, and gain confidence in using English for real-life situations.

How does assessment work in task-based ESL teaching?

Assessment in task-based ESL teaching focuses on evaluating students’ ability to complete tasks and use language effectively. It assesses both the process and the outcome, considering fluency, accuracy, and communication.

Can task-based ESL teaching be used with learners at different proficiency levels?

Yes, task-based ESL teaching can be adapted to different proficiency levels. The complexity and difficulty of tasks can be adjusted to suit learners’ abilities, ensuring that they are appropriately challenged.

What resources are used in task-based ESL teaching?

Task-based ESL teaching can use a variety of resources, including authentic materials (e.g., articles, videos), real-life tasks (e.g., planning a trip, giving a presentation), and multimedia resources to support language learning and task completion.

Have your Say about Task-Based Learning and Teaching

Do you have any experience with task based instruction? Or, some tips for planning a task based learning lesson plan? Please leave a comment below and let us know your tips or tricks. We’d love to hear from you.

Also, be sure to give this article a share on Facebook, Pinterest, or Twitter. It’ll help other busy English teachers, like yourself find this useful resource.

Need more information about task-based language teaching? Check out some of these resources:

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Jackie Bolen has been teaching English for more than 15 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 60 books for English teachers and English learners, including Business English Vocabulary Builder and 39 No-Prep/Low-Prep ESL Speaking Activities for Teenagers and Adults . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

You can find her on social media at: YouTube Facebook Pinterest TikTok LinkedIn Instagram

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Approaches and Methods in Language Teaching: CLT, TPR

Teaching a foreign language can be a challenging but rewarding job that opens up entirely new paths of communication to students. It’s beneficial for teachers to have knowledge of the many different language learning techniques including ESL teaching methods so they can be flexible in their instruction methods, adapting them when needed.

Keep on reading for all the details you need to know about the most popular foreign language teaching methods. Some of the ones covered are the communicative approach, total physical response, the direct method, task-based language learning, suggestopedia, grammar-translation, the audio-lingual approach and more.

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Language teaching methods

Most Popular Approaches and Methods in Language Teaching

Here’s a helpful rundown of the most common language teaching methods and ESL teaching methods. You may also want to take a look at this: Foreign language teaching philosophies .

#1: The Direct Method

In the direct method, all teaching occurs in the target language, encouraging the learner to think in that language. The learner does not practice translation or use their native language in the classroom. Practitioners of this method believe that learners should experience a second language without any interference from their native tongue.

Instructors do not stress rigid grammar rules but teach it indirectly through induction. This means that learners figure out grammar rules on their own by practicing the language. The goal for students is to develop connections between experience and language. They do this by concentrating on good pronunciation and the development of oral skills.

This method improves understanding, fluency , reading, and listening skills in our students. Standard techniques are question and answer, conversation, reading aloud, writing, and student self-correction for this language learning method.

#2: Grammar-Translation

With this method, the student learns primarily by translating to and from the target language. Instructors encourage the learner to memorize grammar rules and vocabulary lists. There is little or no focus on speaking and listening. Teachers conduct classes in the student’s native language with this ESL teaching method.

This method’s two primary goals are to progress the learner’s reading ability to understand literature in the second language and promote the learner’s overall intellectual development. Grammar drills are a common approach. Another popular activity is translation exercises that emphasize the form of the writing instead of the content.

Although the grammar-translation approach was one of the most popular language teaching methods in the past, it has significant drawbacks that have caused it to fall out of favour in modern schools . Principally, students often have trouble conversing in the second language because they receive no instruction in oral skills.

#3: Audio-Lingual

The audio-lingual approach encourages students to develop habits that support language learning. Students learn primarily through pattern drills, particularly dialogues, which the teacher uses to help students practice and memorize the language. These dialogues follow standard configurations of communication.

There are four types of dialogues utilized in this method:

  • Repetition, in which the student repeats the teacher’s statement exactly
  • Inflection, where one of the words appears in a different form from the previous sentence (for example, a word may change from the singular to the plural)
  • Replacement, which involves one word being replaced with another while the sentence construction remains the same
  • Restatement, where the learner rephrases the teacher’s statement

This technique’s name comes from the order it uses to teach language skills. It starts with listening and speaking, followed by reading and writing, meaning that it emphasizes hearing and speaking the language before experiencing its written form. Because of this, teachers use only the target language in the classroom with this TESOL method.

Many of the current online language learning apps and programs closely follow the audio-lingual language teaching approach. It is a nice option for language learning remotely and/or alone, even though it’s an older ESL teaching method.

#4: Structural Approach

Proponents of the structural approach understand language as a set of grammatical rules that should be learned one at a time in a specific order. It focuses on mastering these structures, building one skill on top of another, instead of memorizing vocabulary. This is similar to how young children learn a new language naturally.

An example of the structural approach is teaching the present tense of a verb, like “to be,” before progressing to more advanced verb tenses, like the present continuous tense that uses “to be” as an auxiliary.

The structural approach teaches all four central language skills: listening, speaking, reading, and writing. It’s a technique that teachers can implement with many other language teaching methods.

Most ESL textbooks take this approach into account. The easier-to-grasp grammatical concepts are taught before the more difficult ones.

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Most popular methods and approaches and language teaching

#5: Total Physical Response (TPR)

The total physical response method highlights aural comprehension by allowing the learner to respond to basic commands, like “open the door” or “sit down.” It combines language and physical movements for a comprehensive learning experience.

In an ordinary TPR class, the teacher would give verbal commands in the target language with a physical movement. The student would respond by following the command with a physical action of their own. It helps students actively connect meaning to the language and passively recognize the language’s structure.

Many instructors use TPR alongside other methods of language learning. While TPR can help learners of all ages, it is used most often with young students and beginners. It’s a nice option for an English teaching method to use alongside some of the other ones on this list. 

An example of a game that could fall under TPR is Simon Says. Or, do the following as a simple review activity. After teaching classroom vocabulary, or prepositions, instruct students to do the following:

  • Pick up your pencil.
  • Stand behind someone.
  • Put your water bottle under your chair.

Are you on your feet all day teaching young learners? Consider picking up some of these teacher shoes .

#6: Communicative Language Teaching (CLT)

These days, CLT is by far one of the most popular approaches and methods in language teaching. Keep reading to find out more about it.

This method stresses interaction and communication to teach a second language effectively. Students participate in everyday situations they are likely to encounter in the target language. For example, learners may practice introductory conversations, offering suggestions, making invitations, complaining, or expressing time or location.

Instructors also incorporate learning topics outside of conventional grammar so that students develop the ability to respond in diverse situations.

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CLT teachers focus on being facilitators rather than straightforward instructors. Doing so helps students achieve CLT’s primary goal, learning to communicate in the target language instead of emphasizing the mastery of grammar.

Role-play , interviews, group work, and opinion sharing are popular activities practiced in communicative language teaching, along with games like scavenger hunts and information gap exercises that promote student interaction.

Most modern-day ESL teaching textbooks like Four Corners, Smart Choice, or Touchstone are heavy on communicative activities.

#7: Natural Approach

This approach aims to mimic natural language learning with a focus on communication and instruction through exposure. It de-emphasizes formal grammar training. Instead, instructors concentrate on creating a stress-free environment and avoiding forced language production from students.

Teachers also do not explicitly correct student mistakes. The goal is to reduce student anxiety and encourage them to engage with the second language spontaneously.

Classroom procedures commonly used in the natural approach are problem-solving activities, learning games , affective-humanistic tasks that involve the students’ own ideas, and content practices that synthesize various subject matter, like culture.

#8: Task-Based Language Teaching (TBL)

With this method, students complete real-world tasks using their target language. This technique encourages fluency by boosting the learner’s confidence with each task accomplished and reducing direct mistake correction.

Tasks fall under three categories:

  • Information gap, or activities that involve the transfer of information from one person, place, or form to another.
  • Reasoning gap tasks that ask a student to discover new knowledge from a given set of information using inference, reasoning, perception, and deduction.
  • Opinion gap activities, in which students react to a particular situation by expressing their feelings or opinions.

Popular classroom tasks practiced in task-based learning include presentations on an assigned topic and conducting interviews with peers or adults in the target language. Or, having students work together to make a poster and then do a short presentation about a current event. These are just a couple of examples and there are literally thousands of things you can do in the classroom.

It’s considered to be a modern method of teaching English. I personally try to do at least 1-2 task-based projects in all my classes each semester. It’s a nice change of pace from my usually very communicative-focused activities.

One huge advantage of TBL is that students have some degree of freedom to learn the language they want to learn. Also, they can learn some self-reflection and teamwork skills as well. 

#9: Suggestopedia Language Learning Method

This approach and method in language teaching was developed in the 1970s by psychotherapist Georgi Lozanov. It is sometimes also known as the positive suggestion method but it later became sometimes known as desuggestopedia.

Apart from using physical surroundings and a good classroom atmosphere to make students feel comfortable, here are some of the main tenants of this second language teaching method:

  • Deciphering, where the teacher introduces new grammar and vocabulary.
  • Concert sessions, where the teacher reads a text and the students follow along with music in the background. This can be both active and passive.
  • Elaboration where students finish what they’ve learned with dramas, songs, or games.
  • Introduction in which the teacher introduces new things in a playful manner.
  • Production, where students speak and interact without correction or interruption.

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TESOL methods and approaches

#10: The Silent Way

The silent way is an interesting ESL teaching method that isn’t that common but it does have some solid footing. After all, the goal in most language classes is to make them as student-centred as possible.

In the Silent Way, the teacher talks as little as possible, with the idea that students learn best when discovering things on their own. Learners are encouraged to be independent and to discover and figure out language on their own.

Instead of talking, the teacher uses gestures and facial expressions to communicate, as well as props, including the famous Cuisenaire Rods. These are rods of different colours and lengths.

Although it’s not practical to teach an entire course using the silent way, it does certainly have some value as a language teaching approach to remind teachers to talk less and get students talking more!

#11: Functional-Notional Approach

This English teaching method first of all recognizes that language is purposeful communication. The reason people talk is that they want to communicate something to someone else.

Parts of speech like nouns and verbs exist to express language functions and notions. People speak to inform, agree, question, persuade, evaluate, and perform various other functions. Language is also used to talk about concepts or notions like time, events, places, etc.

The role of the teacher in this second language teaching method is to evaluate how students will use the language. This will serve as a guide for what should be taught in class. Teaching specific grammar patterns or vocabulary sets does play a role but the purpose for which students need to know these things should always be kept in mind with the functional-notional Approach to English teaching.

#12: The Bilingual Method

The bilingual method uses two languages in the classroom, the mother tongue and the target language. The mother tongue is briefly used for grammar and vocabulary explanations. Then, the rest of the class is conducted in English. Check out this video for some of the pros and cons of this method:

#13: The Test Teach Test Approach (TTT)

This style of language teaching is ideal for directly targeting students’ needs. It’s best for intermediate and advanced learners. Definitely don’t use it for total beginners!

There are three stages:

  • A test or task of some kind that requires students to use the target language.
  • Explicit teaching or focus on accuracy with controlled practice exercises.
  • Another test or task is to see if students have improved in their use of the target language.

Want to give it a try? Find out what you need to know here:

Test Teach Test TTT .

#14: Community Language Learning

In Community Language Learning, the class is considered to be one unit. They learn together. In this style of class, the teacher is not a lecturer but is more of a counsellor or guide.

In general, there is no set lesson for the day. Instead, students decide what they want to talk about. They sit in the a circle, and decide on what they want to talk about. They may ask the teacher for a translation or for advice on pronunciation or how to say something.

The conversations are recorded, and then transcribed. Students and teacher can analyze the grammar and vocabulary, as well as subject related content.

While community language learning may not comprehensively cover the English language, students will be learning what they want to learn. It’s also student-centred to the max. It’s perhaps a nice change of pace from the usual teacher-led classes, but it’s not often seen these days as the only method of teaching a class.M

#15: The Situational Approach

This approach loosely falls under the behaviourism view of language as habit formation. The situational approach to teaching English was popular in England, starting in the 1930s. Find out more about it:

Language Teaching Approaches FAQs

There are a number of common questions that people have about second or foreign language teaching and learning. Here are the answers to some of the most popular ones.

What is language teaching approaches?

A language teaching approach is a way of thinking about teaching and learning. An approach produces methods, which is the way of teaching something, in this case, a second or foreign language using techniques or activities.

What are method and approach?

Method and approach are similar but there are some key differences. An approach is the way of dealing with something while a method involves the process or steps taken to handle the issue or task.

What is presentation practice production?

How many approaches are there in language learning?

Throughout history, there have been just over 30 popular approaches to language learning. However, there are around 10 that are most widely known including task-based learning, the communicative approach, grammar-translation and the audio-lingual approach. These days, the communicative approach is all the rage.

What is the best method of English language teaching?

It’s difficult to choose the best single approach or method for English language teaching as the one used depends on the age and level of the students as well as the material being taught. Most teachers find that a mix of the communicative approach, audio-lingual approach and task-based teaching works well in most cases.

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Have your say about Approaches and Methods in Language Teaching

What’s your top pick for a language teaching method? Is it one of the options from this list or do you have another one that you’d like to mention? Leave a comment below and let us know what you think. We’d love to hear from you. And whatever approach or method you use, you’ll want to check out these top 1o tips for new English teachers .

Also, be sure to give this article a share on Facebook, Pinterest, or Twitter. It’ll help other busy teachers, like yourself, find this useful information about approaches and methods in language teaching and learning.

Last update on 2024-02-01 / Affiliate links / Images from Amazon Product Advertising API

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About Jackie

Jackie Bolen has been teaching English for more than 15 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 100 books for English teachers and English learners, including 101 ESL Activities for Teenagers and Adults and 1001 English Expressions and Phrases . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

You can find her on social media at: YouTube Facebook TikTok Pinterest Instagram

task teaching method

This is wonderful, I have learned a lot!

task teaching method

You’re welcome!

task teaching method

What year did you publish this please?

Recently! Only a few months ago.

task teaching method

Wonderful! Thank you for sharing such useful information. I have learned a lot from them. Thank you!

task teaching method

I am so grateful. Thanks for sharing your kmowledge.

task teaching method

Hi thank you so much for this amazing article. I just wanted to confirm/ask is PPP one of the methods of teaching ESL if so was there a reason it wasn’t included in the article(outdated, not effective etc.?).

PPP is more of a subset of these other ones and not an approach or method in itself.

task teaching method

Good explanation, understandable and clear. Congratulations

task teaching method

That’s good, very short but clear…👏🏾👏🏾👏🏾👏🏾👏🏾

task teaching method

I meant the naturalistic approach

task teaching method

This is amazing! Thank you for writing this article, it helped me a lot. I hoped this will reach more people so I will definitely recommend this to others.

task teaching method

Thank you, sir! I just used this article in my PPT presentation at my Post Grad School. More articles from you!

I think this useful because it is teaching me a lot about english. Thank you bro! 😀👍

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IMAGES

  1. Task Based Method for kids

    task teaching method

  2. How To Plan A Task Based Grammar Lesson: 6 Easy Steps

    task teaching method

  3. What is Task-based Learning? For The Best English Language Teachers

    task teaching method

  4. Task Based Method for kids

    task teaching method

  5. Find out all the details you need to know about Task-Based language

    task teaching method

  6. What is Task-Based Learning?

    task teaching method

VIDEO

  1. EDU305_Topic015

  2. Day-2 Topic: Case Study Method for better Teaching

  3. Teaching Method: Learning through example method Class : 3ATeacher name : Shanmugapriya.G

  4. Final task Teaching English for Children

COMMENTS

  1. What Is Task-Based Learning? A Guide to the Popular Teaching Method

    The task-based teaching approach is one of many modern ESL teaching methods and focuses on setting a goal for students — this could be a report, a video, or a presentation — and then following three main steps to achieve that goal. 1. The pre-task

  2. PDF Task-Based Language Teaching

    Task-based language teaching (TBLT) is an approach that differs from traditional approaches by emphasizing the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form.

  3. A Task-based approach

    Try - Speaking activities - Task-based speaking - planning a night out Present Practice Produce The problems with PPP A Task-based approach The advantages of TBL Conclusion Present Practice Produce (PPP) During an initial teacher training course, most teachers become familiar with the PPP paradigm.

  4. Task-based language learning

    Task-based language teaching ( TBLT ), also known as task-based instruction ( TBI ), focuses on the use of authentic language to complete meaningful tasks in the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.

  5. PDF The Cambridge Handbook of Task-Based Language Teaching

    Part I: The Rationale for Task-Based Language Teaching Part II: Tasks and Needs Analysis Contents Part III: The Task Syllabus and Materials Part IV: Methodology and Pedagogy ö Part V: Task-Based Language Teaching with School-Age Children Contents Part VI: The Teacher in Task-Based Language Teaching

  6. What is Task-Based Learning?

    Read on! Task-Based Learning (TBL) is a lesson structure, a method of sequencing activities in your lessons. Sometimes called 'task-based language teaching', in TBL lessons, students solve a task that involves an authentic use of language rather than complete simple questions about grammar or vocabulary.

  7. Full article: Task-based language teaching and learning

    Bygate makes a case for three main approaches to the adoption of TBLT: (a) task-supported approach, which involves using tasks to support or complement the existing approaches, (b) task-referenced approach, in which tasks are utilised to characterise the abilities which language learners are supposed to develop by the end of the course, and (c) ...

  8. TBL

    See an explanation of the term 'TBL - Task-based Learning'. Task-based learning is an approach to language learning where learners are given interactive tasks to complete. In order to do this, they need to communicate. Once the task is complete, then the teacher discusses the language used. The learners plan an itinerary for a guest who is ...

  9. [PDF] Task Based Language Teaching: A Simple Method for Language

    1 Excerpt Task-based Language Learning and Teaching R. Ellis Linguistics, Education 2003 TLDR The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task- based course design, methodology, and assessment. Expand 3,149 2 Excerpts

  10. Task-Based Language Teaching: A Multifaceted Approach

    Task-based Language Teaching (popularly known as TBLT) is perhaps the most popular and most widely discussed teaching methodology at present. TBLT emerged as a reaction to the erstwhile grammar-based syllabuses which are variously known as audiolingual approach, structural-oral-situational (SOS) method or simply structural approaches.

  11. Task-Based Teaching and Learning: Pedagogical Implications

    Task-based language teaching (TBLT) is an approach to second and foreign language (L2) teaching and learning built on a learner-centered and experiential premise.

  12. PDF The Task-based Approach in Language Teaching

    The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20fh Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some

  13. An intro to the Task-Based Language Teaching methodology

    In essence, a language lesson based on the Task-Based Language Teaching method has three stages, the Pre-Task Activity, the Task and the Post-Task or Review. During the Pre-Task Activity, you introduce the task to the students, trying to motivate them and make them look forward to it.

  14. 8 Task-based Language Teaching Activities to Simulate Key ...

    Task-based language teaching is a student-centered approach to second language instruction. It is an offshoot of the communicative approach, wherein activities focus on having students use authentic target language in order to complete meaningful tasks, i.e. situations they might encounter in the real world and other project-based assignments.

  15. Task-Based Language Teaching (Chapter 18)

    Summary. Background. Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Some of its proponents (e.g., Willis 1996) present it as a logical development of Communicative Language Teaching since it draws on several principles that formed part of the ...

  16. Task-Based Learning (TBL) Introduction, Examples & advantages

    Task-Based Learning (TBL) is also known as Task-Based Language Teaching (TBLT) and Task-Based Instruction (TBI). Its principal focus is on the completion of meaningful tasks. Such tasks can include creating a poster, producing a newsletter, video, or pamphlet, or designing a map of the school or neighborhood. The Task Cycle > Task / Plan / Report

  17. Task-Based Language Teaching (Chapter 9)

    Introduction. Task-Based Language Teaching (TBLT) refers to the use of tasks as the core unit of planning and instruction in language teaching. It has been defined as "an approach to language edu-cation in which students are given functional tasks that invite them to focus primarily on meaning exchange and to use language for real-world, non ...

  18. Task-based Learning

    Task-based learning (TBL) is a teaching method that focuses on context and meaning. Teachers give students tasks to compete so that they can practise the language in a useful way. The focus of a task-based language learning class is completion of the task itself, which uncovers useful vocabulary and language structures

  19. Task Based Learning: TBL Overview for Language Teachers (ESL)

    A "task" in a TBL lesson is a specific thing that students are supposed to accomplish in a pair or small group through meaningful communication. The task can vary but some examples are a presentation, another kind of media, completing an information gap activity, justifying an opinion or solving a problem of some kind.

  20. Task-based language teaching in a local EFL context: Chinese university

    Task-based language teaching is an approach 'employing task as the unit of analysis at all stages in programme design, implementation, and evaluation' (Long, 2015, p. 3); task-supported language teaching, on the other hand, simply incorporates tasks into traditional language-based approaches to teaching (Ellis, 2017).

  21. (PDF) TASK-BASED APPROACH: AN OVERVIEW

    Abstract. p>During recent years, the task-based approach has been considered an effective methodology for teaching English as a foreign language. The term "task-based" appear in most of the ...

  22. The Implementation of Communicative and Task-Based Language Teaching in

    Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. ... Approaches and methods in language teaching: A description and analysis. New York, NY ...

  23. Methods and Approaches in Language Teaching: CLT, TPR, TBL

    Keep on reading for all the details you need to know about the most popular foreign language teaching methods. Some of the ones covered are the communicative approach, total physical response, the direct method, task-based language learning, suggestopedia, grammar-translation, the audio-lingual approach and more. Language teaching methods.