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Journal articles on the topic 'Task-Based Language Learning'
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Maxfuza, Raxmanova, and Abidova Nasibabegim. "Developing student’s speaking skills by task-based language teaching methods." International Journal Of Literature And Languages 5, no. 2 (2025): 43–46. https://doi.org/10.37547/ijll/volume05issue02-12.
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Language teaching is not just about teaching languages, it is also about helping students to develop themselves as people. Task-based language teaching (TBLT) proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting second language learning. Speaking skill is one of the crucial parts learning and teaching another language. In the process of the learning speaking skills, the students learn to communicate in real situations. This article discussed the methods which are helpful and effective for the students’ speaking skills related to the task-based language. Moreover, there are three phrases of task-based language: pre-task, task and language focus.
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Michel, Marije. "Task-based Language Teaching TBLT." Elia, no. 23 (2023): 317–28. http://dx.doi.org/10.12795/elia.2023.i23.10.
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When you ask learners why they enrolled in a language class, they typically will give answers like ‘because I need it for my study and work’; ‘because I want to be able to talk with the family of my partner’; ‘because it is my favourite holiday destination and I want to be able to speak to the people’ or ‘because I really like the language’. In all the years, I have worked as a language teacher myself, I have never met a student who answered: ‘I really wanted to learn past progressive’ or ‘I need to become better at phrasal verbs’. Sometimes, a student might wish to have ‘more vocabulary and better grammar’ as they feel they cannot express their intentions well enough for smooth communication. Still, irrespective of whether they are intrinsically motivated to learn the language or take a more instrumental view as they need it for educational or professional reasons, language learners across the globe usually learn a language because they want or should be able to do something with the language in interaction with people that also use that language to communicate. Inherently, second language (L2) learning is to a large extent socially driven: we want to become a member of the community of speakers that use the target language (Atkinson, 2010). These voices stand in contrast to what we still see in a lot of language teaching material and course books, that adhere to a structurefocussed PPP tradition: isolated structures are being presented and explained – followed by exercises to practice them – followed by communicative activities where students can demonstrate that they can perform in the language using the target structure. In the early 1980s, Task-Based Language Teaching (TBLT) emerged as a functionally oriented alternative to the PPP tradition (van den Branden, Bygate & Norris, 2009). In this short essay, I will present the main concepts and ideas that underly task-based language pedagogy.
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Bai, G. Reeta, and Dr Robinson C.S. "Second Language and Its Significance in Teaching and Learning through Task-based Learning: Literature Review." International Journal of Early Childhood Special Education 14, no. 1 (2022): 712–18. http://dx.doi.org/10.9756/int-jecse/v14i1.221083.
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Learning a second language is not as simple as learning a regional language or mother tongue. Students can acquire the regional language faster because of the environment and usage of the language for survivors, where they get the opportunity to learn and get corrected. Whereas learning a second language without much reflection in routine will stress the learners to retain the language in the long run. To remove the barriers and learn the language better, task-based learning is one of the approaches that help the learners use the language without any intervention. Mistakes are rectified through observation and learning. It also indirectly helps the students to learn a second language faster. This review aims to define the character of task-based learning, the role of a teacher and the students, and to indicate the research carried out by various researchers. This literature review also states the effective usage of comics in task-based learning to improve the students’ learning outcomes. Reading has a great impact on an individual because many leaders were voracious readers and that was reflected in their speech, daily life, and the book they published.
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Esfandiari, Mehran. "Task-based Learning Applied: Satisfactory Grammar Coverage." International Journal of English and Cultural Studies 1, no. 1 (2018): 68. http://dx.doi.org/10.11114/ijecs.v1i1.3104.
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Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.
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Ahmadian, Mohammad Javad. "Task-based language teaching and learning." Language Learning Journal 44, no. 4 (2016): 377–80. http://dx.doi.org/10.1080/09571736.2016.1236523.
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BURDUJAN, Radu. "The potential of task-based language learning (TBL) in an interdisciplinary context." Acta et commentationes: Științe ale Educației 35, no. 1 (2024): 127–35. http://dx.doi.org/10.36120/2587-3636.v35i1.127-135.
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This research explores the implementation of Task-Based Language Learning (TBL) within an interdisciplinary framework to enhance linguistic proficiency and subject-specific knowledge. Emphasizing the value of interdisciplinarity in promoting interaction and motivation, the study advocates for collaboration across diverse disciplines. Task-based learning is examined for its goal-oriented nature and authenticity in replicating real-life scenarios. The research highlights the potential benefits of TBL in fostering linguistic competence, critical thinking, and a holistic understanding of real-world problems. It includes a sample interdisciplinary lesson plan integrating English Language, Mathematics, and Art.
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Kasimova, Dilrabo. "Task Based Learning Approach." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 3 (2023): 219–21. https://doi.org/10.5281/zenodo.7772126.
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This paper includes some information about usage of TBLT approach and discusses some advantages and disadvantages of using this approach while teaching second language. Moreover, the information about how students can be engaged by employing this method is mentioned as a recommendation.
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Megawati, Fika, and Rahmatul Khalik Alwiyasa. "TASK-BASED LANGUAGE LEARNING: IMPLEMENTING A TASK-SUPPORTED SYLLABUS." TRANSFORMATIONAL LANGUAGE LITERATURE AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) 2, no. 1 (2022): 10–15. http://dx.doi.org/10.55047/transtool.v2i1.1370.
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Task-Based Language Teaching has emerged as an innovative approach to language learning, emphasizing the use of meaningful tasks to facilitate language acquisition. This method not only fosters engagement among learners but also caters to their specific needs and proficiencies, thereby promoting a more dynamic and effective learning environment. The study employed a qualitative research design utilizing semi-structured interviews to gather data on learners' experiences and outcomes associated with task-based activities. Participants comprised language learners from diverse backgrounds who engaged in a variety of task-based activities designed to reflect their linguistic needs and cultural contexts. The findings showed that students generally found the task-based activities engaging and relevant to their language learning needs, as the tasks often mirrored real-life situations, which increased their motivation and facilitated a deeper understanding of language use in authentic contexts. The incorporation of such authentic tasks not only enhanced the learners' motivation but also encouraged the transfer of skills to real-world communication scenarios, demonstrating the critical link between task relevance and communicative competence among language learners.
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Belano, Ariane Jane, and Rebecca Subillaga. "Application of Teacher-Made Task-Based Module in Task-Based Language Teaching Under New Normal." Psychology and Education: A Multidisciplinary Journal 21, no. 4 (2024): 358–69. https://doi.org/10.5281/zenodo.12576247.
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This study focused on the effectiveness of Teacher- Made Task-Based Approach Module which consists of pre-task, actual task, post task review, and assignment or practice uploaded in the Learning Management System in relation to students’ academic achievement in English 10 under new normal in San Emmanuel National High School with a problem posed in terms of reading comprehension among students. To provide good analysis, an experimental research design was used. The study subjects were 40 G-10 students. Mean was utilized to determine the validity of the Task-based Approach Module and the academic achievement of the control group and experimental group. Results revealed that the Task-based Approach Module was highly valid in content, relevance, instructional quality, and acceptability, implying that it is suitable for use in Task-Based Language Teaching. Hence, the transmuted pretest scores of both groups did not meet the expectation with similar achievement of learning. The posttest scores revealed that the experimental group performed better than the control group. The EG obtained a satisfactory level. In contrast, the CG has obtained a fairly satisfactory level. The t-test revealed that the students increased their scores during the posttest compared to their pretest scores. Furthermore, the mean gain scores revealed that the EG performed better than the CG student. The application of the Task-Based Approach learning module was effective as to the content and relevance of task-based activities through the task cycle in the new normal, which contributed to the increase in performance scores of the respondents. It concluded that the Task-based Approach Module had effectively and significantly improved the students' academic achievement in English. Further, It was suggested that further research be conducted, with an emphasis on the learning styles of the students and an investigation into how well the Task-based Approach Module works to improve students' reading, writing, and listening skills in both public educational settings and other levels of education, such as upper secondary ones.
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Жебраткина, И. Я., В. В. Романов, И. В. Чивилева, and О. И. Князькова. "The use of “Task-based learning” in English language classes." Bulletin of Pedagogical Sciences, no. 6 (June 28, 2024): 246–51. http://dx.doi.org/10.62257/2687-1661-2024-6-246-251.
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центральную позицию в представленной работе занимает так называемый метод коммуникативных заданий (Task-based learning (TBL)) в обучении иностранному (английскому) языку. Аналитический обзор научной работ по данной тематике позволил выявить высокую степень востребованности данного метода среди преподавателей по иностранному языку, а личный опыт доказал его несомненную практическую значимость и эффективность. Метод коммуникативных заданий представляет собой один из методов коммуникативного подхода, позволяющий принимать во внимание особенности и потребности каждого отдельного обучающегося, настойчиво стимулирующий мотивацию обучающихся для выполнения реальных, «правдивых», «жизненных» практических заданий. В статье представлен анализ главных атрибутов упомянутой методики, ее плюсы и минусы, основные характеристики. Дается определение обсуждаемого метода, описание этапов, которые включают в себя занятия, основанные на методе коммуникативных заданий, приводятся примеры некоторых видов заданий при использовании Task-based learning. Цель работы заключается в том, чтобы показать методическую «ценность» метода коммуникативных задач, а также возможность и абсолютную необходимость практического применения данного метода на занятиях по иностранному (английскому) языку с обучающимися неязыковых специальностей в силу его беспрецедентной эффективности. the central position of the research is occupied by «Task-based learning» method applied in teaching a foreign language, and English as well. An analytical review of scientific works on the issue under discussion revealed its being in great among foreign language teachers, and personal experience proved its undoubted practical significance and effectiveness. Task-based learning is a method of a communicative approach, which makes it possible to take into account peculiarities and needs of each individual student, persistently stimulating students` motivation to performing real, «true to life» practical tasks. The article presents an analysis of the main attributes of the mentioned methodology, its pros and cons, and the main characteristics. It also provides a definition of the method, describes its stages, gives examples of some types of tasks when using Task-based learning. The purpose of the work is to demonstrate the methodological “value” of Task-based learning due to its unprecedented efficiency, as well as the possibility and the absolute necessity of its practical use in foreign (English) language classes with students of non-linguistic specialties.
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De Ridder, I., L. Vangehuchten, and M. S. Gomez. "Enhancing Automaticity Through Task-based Language Learning." Applied Linguistics 28, no. 2 (2007): 309–15. http://dx.doi.org/10.1093/applin/aml057.
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Balsells, A. S. "Review: Task-based Language Learning and Teaching." ELT Journal 59, no. 1 (2005): 75–77. http://dx.doi.org/10.1093/elt/cci012.
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Surya, Satyawati. "TEACHING INNOVATION BY USING TASK BASED LEARNING." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 3, no. 1 (2017): 39. http://dx.doi.org/10.30872/calls.v3i1.816.
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This study is concerned on the notion of using Task-Based Learning for teaching English Integrated Skills to the students of the first semester of English Department, Mulawarman University. In fact, most students have minimum knowledge and ability on English skills when they attend the class for their first semester. They also have lacks knowledge on grammar and limited vocabulary. The other factors determine the students’ success in learning a language are teaching methods, teachers’ competence on language and pedagogy, school environment, facilities and media. The limited and lacks of those factors cause unsuccessful in learning a language. A teaching innovation is necessary to be applied to the students in order that the students are able to know well about the language knowledge and theory, all at once, they can practice it although it is just in the classroom situation. The writer intends to introduce and try out the method of Task-Based Learning to the students while they are learning English. Task based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world. A situation where oral communication used is essential for doing a specific task. Task-based learning offers the student an opportunity to do exactly meaningful tasks or activities. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The writer is interested to describe on how the Task-Based Learning is and what activities can be applied to teach English by using this method. This study produces some kinds of activities to teach English based on the topics which the activities on each topic is divided into three phases. Actually, it is the product of doing design and development research. It produces the teaching instructional model which applies Task-Based learning that can be utilized for teaching integrated skills. Keywords: task-based learning, phases of learning, integrated skills
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Shukurova, Farida. "ForeignLanguage Teaching Methods in Task-Based Learning." Arab World English Journal 15, no. 1 (2024): 44–55. http://dx.doi.org/10.24093/awej/vol15no1.4.
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This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.
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Putri, Nofrina Eka, Sukma Yudistira, and Carbiriena Solusia. "Task-Based Language Teaching: Understanding of The Task." JURNAL PENDIDIKAN DAN KELUARGA 12, no. 02 (2021): 69. http://dx.doi.org/10.24036/jpk/vol12-iss02/834.
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The characteristic of ESP that puts more emphasis on the ability of students to perform tasks relevant to the world of work requires a learning approach that allows the transfer of authentic activities in the work field to the learning activities in the classroom. Many studies then suggest that Task-Based Language Teaching (TBLT) approach meets this special trait. The application of this approach, however, still confuses some ESP teachers or lecturers in which they find it difficult to distinguish the terms of “task” in TBLT with tasks in ordinary classes. This descriptive qualitative research then seeks to describe the nature of tasks in TBLT and reveal the lecturers’ knowledge on that approach. The subjects of the research were all of the lecturers teaching ESP classes at State University of Padang (UNP). The data were obtained through a literature study and interviews. The data gathered then were analyzed qualitatively. The results of the research reveal what task in TBLT is and the extent to which the ESP lecturers know about TBLT
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Jalolova, Muqaddas, and Azizabonu Abdug'aniyeva. "CBL (CONTENT-BASED LEARNING) IS THE LANGUAGE LEARNING TASK." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 192–96. https://doi.org/10.5281/zenodo.15421094.
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<em>This study examines Content-Based Learning (CBL) as a strategic approach to language acquisition, exploring its theoretical foundations and practical applications in educational settings. The research analyzes how integrating substantive academic content with language instruction enhances both linguistic competence and subject knowledge acquisition. </em>
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Qodirov, Baxtiyor. "Advantages of task-based language learning and teaching." Software Engineering and Applied Sciences 1, no. 4 (2025): 77–80. https://doi.org/10.5281/zenodo.15177345.
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<strong>Abstract:</strong> Task-based languages learning classes contain students of mixed abilities. It shows a gap-fill requiring students to differentiate between the uses of certain prepositions or verb forms a 'task', or is an activity which asks students to discuss the possible solution to a riddle a 'task'? You may well have your own views on this, certainly the colleagues who co-habit the staffroom in language learning. To conclude, all classes are mixed ability to one extent or another. Extreme cases, when you have near native level speakers with beginners, can be very challenging for the teacher. In these cases, it’s important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them. These techniques have offered valuable contributions to the investigation of the reading process Many students might consider a 'task' such as discussing the possible solution to a riddle a diverting (interesting, amusing, etc) pastime, but may see no language learning aim involved.
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Youwen, Zhang. "A Project-Based Application-oriented Language Teaching Research." Education Quarterly Reviews 3, no. 2 (2020): 201–6. https://doi.org/10.31014/aior.1993.03.02.132.
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Based on the examination washback mechanism, the study is to carry out college English application-oriented teaching reform practice, unify the diverse core themes in textbook learning through project tasks in the network and classroom teaching, and emphasize the close connection between language learning and language practice. Project tasks involve the establishment of a series of task documents, task implementation, and task reflection. Project tasks are carried out closely following the core idea of the improvement of workplace capabilities, project data can be integrated into a semester language learning course. The study provides task samples for language teaching and initial experience to adapt to other relevant elective courses, and provides students with additional learning motivation and deeper learning capabilities.
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Costa, Andreia. "Task-Based Learning (TBL) and Cognition." e-TEALS 7, no. 1 (2016): 108–24. http://dx.doi.org/10.1515/eteals-2016-0010.
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AbstractTeaching in the 21st century is a huge challenge and every school has to cope with all the changes that occur within society and be, at the same time, an enjoyable place for the students to develop their skills to live and function in the 21st century society. This paper shows how Task-Based Learning (TBL) can be a valuable option in the foreign language classroom nowadays enabling the students to be active, interact with each other, learn by doing and develop their language knowledge through communicative tasks, replacing the traditional, teacher-centred lessons. At the same time, this article aims to show how doing tasks has advantages in terms of the cognitive development while learning a foreign language, how these tasks also affect the human brain as well as discuss the importance of bringing neuroscience and scientific evidence into the classroom context.
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Burrows, Christian. "An evaluation of task-based learning (TBL) in the Japanese classroom." English Today 24, no. 4 (2008): 11–16. http://dx.doi.org/10.1017/s0266078408000345.
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ABSTRACTA study of the need for attention to cultural aspects of task-based learning and teaching of English as a foreign language. In recent years applied linguistics has seen a move away from a linguistic syllabus to one built around the sequencing of real-life, communicative tasks. This shift, it is argued, offers a richer exposure to language use, while providing the motivation required for students to build on their existing language repertoire. Proponents claim this use of the language satisfies what is known about second language acquisition, by furnishing contexts that make the learning process closer to real-life language situations, as: ‘People of all ages learn languages best, inside or outside a classroom, by not treating the languages as an object of study, but by experiencing them as a medium of communication.’ (Long & Robinson, 1998:18)
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Dildora, Oromiddinova. "The Importance of TBL (Task-Based Learning) Method to Develop Students’ Russian Language Competence." European International Journal of Pedagogics 5, no. 4 (2025): 179–81. https://doi.org/10.55640/eijp-05-04-42.
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Language teaching methodologies have evolved significantly over the past century, reflectingchanges in educational theories, linguistic research, and sociocultural contexts. Early methods such as the grammar-translation method focused on rote memorization of vocabulary and rules, with an emphasis on reading and writing over speaking and listening. As language education developed, approaches like the Direct Method and Audio-Lingual Method emerged, which prioritized oral proficiency through repetition and drill-based practices.
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Bărbuleț, Gabriel-Dan. "Content based learning-Task based learning-Problem based learning in Teaching Romanian Language to Foreign Students." Swedish Journal of Romanian Studies 5, no. 2 (2022): 241–50. http://dx.doi.org/10.35824/sjrs.v5i2.23924.
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When talking about the process of Romanian language teaching, learning and using the Romanian language, leads us to the idea that we are faced with a considerably large number of variables. No matter what happens during the process, there is always something good to acquire and put into practice. Despite this “methodological painkiller”, boosting efficiency is the determining factor. In the practical, everyday management of classes, it is common knowledge that it is more challenging for a teacher to do something “inappropriate” than to do it “correctly”. However, considering that almost all actions count, the teachers’ exclusive attention to the process comes as a necessity. As for the rest of the process, the things we have mentioned above are to be seen in a different way. Natural Romanian usage involves fluency and one can get the impression that Romanian is not difficult to learn and activate. It is pointless to say that this is a determining factor in encouraging students to be part of the “effort”. In contrast, artificial, highly automated Romanian tends to change into a nightmare for both teachers and learners. The context of CBL, TBL and PBL is represented by Communicative language teaching. The communicative approach was developed mainly by British applied linguists in the 1980s as a reaction against grammar-based approaches like situational language teaching and the audiolingual method. Strange as it may seem, the foreign language being taught during modern/current classes tends to lose the center of attention in this context. The main focus of attention is no longer on language but on some relevant subjects. Indeed, language should not be an end but a means. In different terms, the process works mostly with message-focused activities rather than form-focused ones. When it comes to modern approaches, the term “learning” becomes a very general one, mainly biased in favor of acquisition.
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Nazarov, Rustam I. "An Innovative, Task-Based Digital Technology forEnhancing Students' Professional Communicative." International Journal of Pedagogics 5, no. 4 (2025): 82–84. https://doi.org/10.37547/ijp/volume05issue04-22.
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This article examines technologies for developing communicative competence in technical higher education, focusing on engineering. Communicative competence, crucial for technical professionals, extends beyond technical language to encompass effective interaction and clear articulation of ideas. The article reviews common methods: integrated English instruction, Task-Based Language Teaching (TBLT), collaborative learning, and educational technologies (e.g., LMS, MOOCs). The role of professional communication courses and experiential learning is also discussed. While beneficial (contextualized learning, engagement, diverse resources), these technologies have limitations: overly general English courses, TBLT logistical challenges, unequal collaborative participation, the digital divide, and inconsistent experiential learning access/quality. The article concludes by emphasizing the need for future initiatives to address theseshortcomings and enhance existing methods, preparing students for evolving communication demands in engineering. Further articles will present a new technology to address this.
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Abdukadirov, Umidjon, and Shukrullo Sayidov. "Enhancing language learning through interactive forms and methods in teaching foreign languages." JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN 2, no. 6 (2024): 103–9. https://doi.org/10.5281/zenodo.11506792.
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Interactive forms and methods in teaching foreign languages have become increasingly prevalent in language education due to their effectiveness in engaging learners and promoting active participation. This article explores the various interactive forms and methods used in language teaching, including communicative activities, task-based learning, project-based learning, and technology-enhanced approaches. It examines the benefits of interactive language instruction, discusses practical strategies for implementation, and explores the implications for language educators and learners. By harnessing the power of interactive teaching methods, educators can create dynamic and immersive language learning experiences that foster language proficiency and cultural competence.
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Jalolova, Muqaddas, and Noila Qodirova. "THE TASK OF LANGUAGE LEARNING: PROJECT-BASED LEARNING (PBL) AND CONTENT-BASED LEARNING (CBL)." INTERNATIONAL CONFERENCE ON INTERDISCIPLINARY SCIENCE 2, no. 5 (2025): 197–202. https://doi.org/10.5281/zenodo.15421112.
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<em>This study examines two contemporary approaches to language teaching and learning: Content-Based Learning (CBL) and Project-Based Learning (PBL). The research explores how these methodologies integrate language acquisition with meaningful content and authentic tasks, analyzing their theoretical foundations, implementation strategies, and effectiveness in various educational contexts. </em>
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Castro, Leonardo Sarmento Travincas de. "Integrating Task-Based Learning and Pragmatics." BELT - Brazilian English Language Teaching Journal 13, no. 1 (2022): e42606. http://dx.doi.org/10.15448/2178-3640.2022.1.42606.
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Task-based Language Teaching (TBLT), or Ensino de Línguas Baseado em Tarefas, in Portuguese, requires pragmatic skills from its students because it privileges authentic communicative interactions. However, very little has been written about how to combine TBLT with pragmatics in teaching contexts. This article offers two lesson plans that consider both TBLT and a specific pragmatic aspect, speech acts, with the purpose of providing ideas to be adapted to different contexts. The target audience contemplated in the article was native Portuguese speaking first graders, from a bilingual public school, that adopts Context and Integrated Language Learning (CLIL). The subject is Science, and the class is taught in English. Both lessons are an adapted version of an asynchronous online lesson planned and taught by me in September 2020 during the COVID-19 pandemic outbreak.
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Han, ZhaoHong. "Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language." Annual Review of Applied Linguistics 38 (September 2018): 162–86. http://dx.doi.org/10.1017/s026719051800003x.
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ABSTRACTTask-based language teaching (TBLT) is increasingly becoming known for its distinct edge in developing learners’ functional competence. Although its potential in promoting content learning has yet to be realized and explored, it should be high, given TBLT's primary attention to meaning. To what extent does the potential play out in foreign language teacher education, a domain involving much content learning, is both an intellectually stimulating and practically meaningful question. This article reports on a semester-long study investigating task-based learning in a Chinese language teacher-training program that promotes TBLT. The participants were three Chinese-speaking trainees, who, while being exposed to TBLT, performed ongoing tasks. Data from one task—writing weekly reading journals—were analyzed for both content and language, quantitatively (using robust automated tools) and qualitatively. The results show tangible gains on both counts—understanding TBLT (content) and the ability to articulate it (language). The conceptual and methodological implications of the findings are discussed for future research.
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Robertson, Margaret. "Task-Based Language Teaching and Expansive Learning Theory." TESL Canada Journal 31 (January 21, 2015): 187. http://dx.doi.org/10.18806/tesl.v31i0.1194.
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Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded in tasks, improving the intentionality and focus of language tasks. In doing this it clearly establishes task-based teaching as a robust construct for language teaching programs. Additionally, the location of TBLT within Expansive Learning Theory makes explicit the central importance of intercultural communication competence to language learning, positioning culture as a mediating artefact in learning. This may provide teachers choosing to use TBLT as their pedagogy with a theoretical underpinning of expansive learning and with tools to assist their teaching practice. Additionally, it may contribute to teacher training and professional development through clarity provided by placing TBLT pedagogy within the theoretical framework of Expansive Learning Theory.L’enseignement des langues basé sur les tâches (ELBT) est de plus en plus perçu comme une pédagogie efficace, mais sa place au sein des théories socioculturelles de l’apprentissage a donné lieu à des malentendus et des critiques. L’objectif de cet article est d’expliquer la concordance entre l’ELBT et la théorie de l’apprentissage expansif, d’une part, et les avantages de le faire, d’autre part. Le fait de situer l’ELBT dans la théorie de l’apprentissage expansif permet d’offrir des explications concrètes pour l’intégration des cycles de production de sens et de négociation dans les phases de tâches. L’élaboration des processus d’apprentissage cyclique qui peuvent être ancrés dans les tâches vient améliorer l’intentionnalité et l’objectif des tâches langagières, établissant ainsi l’enseignement basé sur les tâches comme cadre solide des programmes d’enseignement des langues, exposant l’importance centrale de la communication interculturelle dans l’apprentissage d’une langue et remettant à la culture un rôle de médiateur dans l’apprentissage. Tout ceci peut offrir aux enseignants qui choisissent de baser leur pédagogie sur l’ELBT un fondement théorique en apprentissage expansif et des outils pour appuyer leur pratique. L’intégration de la pédagogie de l’ELBT au sein du cadre théorique de l’apprentissage expansif peut également contribuer à la formation et au développement professionnel des enseignants.
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Cardoso, Gisele Luz. "Task based language learning and teaching with technology." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies, no. 66 (July 28, 2014): 307. http://dx.doi.org/10.5007/2175-8026.2014n66p307.
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Narcy-Combes, Jean-Paul. "Rod Ellis, Task-based Language Learning and Teaching." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXII N° 3 (October 15, 2003): 87–88. http://dx.doi.org/10.4000/apliut.3696.
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Robinson, Peter. "Task-Based Language Learning: A Review of Issues." Language Learning 61 (May 20, 2011): 1–36. http://dx.doi.org/10.1111/j.1467-9922.2011.00641.x.
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Zhixuan, Liu. "Online Instruction Based on Task-based Language Teaching." Studies in Linguistics and Literature 5, no. 3 (2021): p30. http://dx.doi.org/10.22158/sll.v5n3p30.
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The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.
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Kong, Dong-Kwan. "Task-based Language Teaching in an Advanced Korean Language Learning Program." Korean Language in America 17, Special Issue 2012 (2012): 32–48. http://dx.doi.org/10.2307/42922356.
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ABSTRACT This paper describes the implementation of a task-based approach in an advanced Korean language program, the Flagship MA program in the Korean Language Flagship Center (KLFC) at the University of Hawaii at Mānoa (UHM). The paper will introduce seven stages of Task-based Language Teaching (TBLT) and how KLFC implements these stages in its MA program (i.e., Needs analysis, target task types, pedagogic tasks, sequencing tasks, appropriate methodology and pedagogy, assessments, and program evaluation, Long 1998). Some key principles of learning by doing, providing rich input, focus on form, negative feedback, and individualized instruction will also be discussed with regard to how these are incorporated in the program. The courses of the KLFC MA program and some of the materials will be introduced. These sample materials will show the interconnectivity of the series of pedagogic tasks, which will lead to a successful performance of a target task at the end of the week and eventually in the real target tasks. The main focus of the study is real TBLT classes and their components, not TBLT theory per se, although some part of it will be discussed in the explanations of the materials and program.
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Kong, Dong-Kwan. "Task-based Language Teaching in an Advanced Korean Language Learning Program." Korean Language in America 17, Special Issue 2012 (2012): 32–48. http://dx.doi.org/10.2307/korelangamer.17.2012.0032.
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ABSTRACT This paper describes the implementation of a task-based approach in an advanced Korean language program, the Flagship MA program in the Korean Language Flagship Center (KLFC) at the University of Hawaii at Mānoa (UHM). The paper will introduce seven stages of Task-based Language Teaching (TBLT) and how KLFC implements these stages in its MA program (i.e., Needs analysis, target task types, pedagogic tasks, sequencing tasks, appropriate methodology and pedagogy, assessments, and program evaluation, Long 1998). Some key principles of learning by doing, providing rich input, focus on form, negative feedback, and individualized instruction will also be discussed with regard to how these are incorporated in the program. The courses of the KLFC MA program and some of the materials will be introduced. These sample materials will show the interconnectivity of the series of pedagogic tasks, which will lead to a successful performance of a target task at the end of the week and eventually in the real target tasks. The main focus of the study is real TBLT classes and their components, not TBLT theory per se, although some part of it will be discussed in the explanations of the materials and program.
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Anwar, Khoirul, and Yudhi Arifani. "Task Based Language Teaching: Development of CALL." International Education Studies 9, no. 6 (2016): 168. http://dx.doi.org/10.5539/ies.v9n6p168.
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<p class="apa">The dominant complexities of English teaching in Indonesia are about limited development of teaching methods and materials which still cannot optimally reflect students’ needs (in particular of how to acquire knowledge and select the most effective learning models). This research is to develop materials with complete task-based activities by using CALL at junior high school in Indonesia. In order to entirely develop comprehensive materials, the first step is to do need analysis especially identifying task based learning model which fulfils students’ expectation, creates and develops pre task and task cycle (consisting of task, planning, and reporting) into CALL integration of learning module. The results of the students’ needs show that they like to have appropriate materials for their level, related to real life, variety of media and sources of learning chiefly incorporated to computer which optimizes interactive, contextual, and authentic materials. Therefore, the design of its prototype consists of three main steps. First, pre-task activity, it is designed in observing and questioning stage which is done by providing English comics with thematic situations. Second, main task activities, it is designed in exploring and associating stage which are done by presenting real life situations by utilizing videos, songs, and stories which elaborate exercises, role play, and discussion sections. Finally, post task activity, it is designed in communicating stage and it is intended to provide follow-up activities in wider contexts. The evaluation of the final product is done by validating the materials by means of a group discussion with English teachers.</p>
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Yuan, Fangyuan, and Jane Willis. "A Framework for Task-Based Learning." TESOL Quarterly 33, no. 1 (1999): 157. http://dx.doi.org/10.2307/3588204.
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Nuriyeva, T. "COMMUNICATIVE TEACHING OF WORDS IN PRACTICAL ENGLISH CLASSES." Norwegian Journal of development of the International Science, no. 101 (January 26, 2023): 35–38. https://doi.org/10.5281/zenodo.7584315.
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<strong>Abstract</strong> Words are the guise of our thoughts. The power of words is undeniable. Lexically, it is a speech unit, a word, which consists of a sound expression of the concept of something or an event. As the word that comes to the meaning of language and speech has been used from the past to the present, everyone will use it as much as they need in the future. As the British say, "Words are sharper than swords." (‘Words cut more than swords.’) Words are the main weapon of a teacher, especially language teachers. For students learning a second language, memorizing words is a bit more difficult. How can we make our students understand the words well and use them comfortably while learning them. A student learning a foreign language must first pronounce the word in the language he is learning correctly, know its explanation, apply it to sentences, build a dialogue so that he can keep it in his memory. Knowing a foreign language means having the ability to understand a foreign speech in that language and express one's thoughts in that language. According to these two components, which are related to each other, the tasks are carried out in a communicative way. Using such tasks allows the teacher to introduce students to literature and art works, advise them to read the necessary works, and instill feelings of love for the Motherland and their people. Grammatical rules are mastered along with words in the given communicative tasks.
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Sosa, Carlos. "Community Language Learning – a reappraisal." TEANGA, the Journal of the Irish Association for Applied Linguistics 23 (July 16, 2019): 29–44. http://dx.doi.org/10.35903/teanga.v23i0.138.
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Community Language Learning is a method developed by Charles Curran during the 1950s at Loyola University. As part of the Confluent Education movement it enjoyed a brief period of vogue until supplanted by the Communicative Approach with its more sophisticated views of language and the language acquisition process. This paper seeks to reappraise the main procedure of Community Language Learning as a learner-centred ‘task’ within a current, task-based approach, drawing on present-day definitions and views of second language acquisition. Based on empirical research using the task, learner attitudes are also explored.
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Swain, M., and S. Lapkin. "Task-based second language learning: the uses of the first language." Language Teaching Research 4, no. 3 (2000): 251–74. http://dx.doi.org/10.1191/136216800125087.
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Swain, Merrill, and Sharon Lapkin. "Task-based second language learning: the uses of the first language." Language Teaching Research 4, no. 3 (2000): 251–74. http://dx.doi.org/10.1177/136216880000400304.
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Serafini, Ellen J. "Integrating Task-Based Language Teaching, Critical Language Pedagogy, and Service-Learning to Foster Critical Language Awareness." Spanish as a Heritage Language 4, no. 1 (2024): 108–24. https://doi.org/10.5744/shl.2024.1671.
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The current study takes a novel approach to integrating principles of Task-Based Language Teaching (TBLT), Critical Language Pedagogy (CLP), and Service Learning (SL) in order to build heritage and second language (L2) students’ critical language awareness (CLA). First, the construct of CLA is defined and contextualized within the field of Spanish as a heritage language (SHL). Then core principles underlying the current critical task-based model are described and applied in the context of a critical service-learning course, “Spanish in the Schools” in which advanced heritage and L2 Spanish students served as Spanish literacy aides in a local dual language elementary school over a semester. Students carried out key service-learning tasks, such as the critical biliteracy task, and engaged in critical reflection after each service-learning experience. The Naming-Action Reflection phases following Freire’s problem-posing approach (1970/2000) and the Pre-During-Post task cycle sequence (Willis & Willis, 2007) guided critical task design and implementation, providing language educators with an innovative approach to integrating CLA as both task-based objective and outcome. SHL and L2 scholars and practitioners alike are encouraged to adapt and localize the critical task-based principles and practices discussed here and to further explore ways to assess the development of CLA in future research.
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MUKHTAR, Suhaila, Nik Aloesnita NIK MOHD ALWI, Fatimah ALI, et al. "LANGUAGE LEARNING THROUGH TASK-BASED SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION." Issues in Language Studies 13, no. 1 (2024): 246–62. http://dx.doi.org/10.33736/ils.5866.2024.
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A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication (CMC) environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs). Among the prominent hypotheses on the relationship between tasks and language production are the Cognition Hypothesis and the Trade-Off Hypothesis. The current study examined the effect of task structure on student language production in terms of syntactic complexity and fluency in CMC environments. A one-shot design study involved 46 NNS undergraduates in Malaysia and Japan. The respondents were divided into two groups: (1) respondents who performed the task with task structure (+TS) and (2) respondents who performed the task without task structure (-TS). The data were then analysed using a t-test. The present study supported the hypothesis positing that the utilisation of +TS contributes to an increase in syntactic complexity among NNSs, as well as the hypothesis proposing that the use of +TS results in improved fluency. The results also suggest examining additional variables related to task difficulty when designing tasks for CMC environments to assess their effects on fluency and syntactic complexity.
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Nobre, Ana Maria de Jesus Ferreira. "Multimedia technologies and online task-based foreign language teaching-learning." Tuning Journal for Higher Education 5, no. 2 (2018): 75–97. http://dx.doi.org/10.18543/tjhe-5(2)-2018pp75-97.
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Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018Accepted: 28 May 2018Published online: 31 May 2018
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G.Kavitha and Kumar. G. Sarath. "Identifying the Advantages of Task-Based Language Teaching." Identifying the Advantages of Task-Based Language Teaching 8, no. 3 (2024): 255–57. https://doi.org/10.36993/ RJOE.2023.8.3.257.
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There has been a lot of research on how asecond language can be taught effectivelyin the language classroom. This researchpaper is going to explore the advantages ofusing task-based language teaching in theprocess of second language learning. Taskbased language teaching (TBLT) is anapproach that includes teaching sessionsand materials formed based on completinga task. This approach has beenimplemented to teach languagesuccessfully since the early 1980s. In thisprocess, the learners do not depend onrules of grammar or memorizing lists ofvocabulary of the target language. Instead,they are made to communicate in the targetlanguage through which they learn thetarget language. The primary focus oflanguage learning is observing the formand the meaning cooperatively. TBLTallows the learners to acquire linguisticsand sociolinguistics skills whileperforming the task. The research suggeststhat TBLT is one of the best teachingmethods for second language learning.
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Malihah, Noor. "The Effectiveness of Speaking Instruction through Task-Based Language Teaching." Register Journal 3, no. 1 (2010): 85. http://dx.doi.org/10.18326/rgt.v3i1.1152.
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Speaking is a crucial part of second language learning and teaching. Teaching speaking is not merely to let students to repeat or memorize dialogues, but they should be able to use the utterance to communicate in the real situations. Teachers’ attitudes to respond the students thought and opinion is important, as they should not be forced to speak and putthem in the deep anxiety, but we invite the learners to use any languages in the performance of oral tasks where teachers give a task and learners complete the task. Teachers should be able to create such situations where students hold meaningful tasks that will promote their speaking proficiency. This can be realized when students works with their friends in groups to complete a task. Task-Based approach is the alternate to solve the problem where learning is developed through performing a series of activities as steps towards successful task realization.Key words: Language learning and teaching; speaking instruction; taskbasedapproach; task
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Al Nuaimi, Hamdon. "Anxiety and task-based language teaching in second language acquisition." Research Studies in English Language Teaching and Learning 2, no. 4 (2024): 251–67. http://dx.doi.org/10.62583/rseltl.v2i4.56.
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This study examines the interplay between anxiety and Task-Based Language Teaching (TBLT) in the context of Second Language Acquisition (SLA). It identifies anxiety as a critical factor hindering adult learners’ progress in acquiring English as a foreign language. Using the Foreign Language Classroom Anxiety Scale (FLCAS), data were collected from 150 intermediate-level EFL learners in the UAE. Results showed anxiety levels decreased over time when TBLT was used. The most significant predictor was age, and older learners experienced higher anxiety. The results highlighted the need for a supportive learning environment and that technology be utilised as measures to reduce anxiety. These results support the use of TBLT for improving practical language skills; however, reducing anxiety to maximise overall outcomes during the language-learning process. This study indicates the need for further research on differences between individual learners and the role of the instructor in controlling classroom anxiety.
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KUSNAWATI, Tri, and Hilda Dian Nova NOVITASARI. "Task-based language teaching in compréhension orale class." FRANCISOLA 8, no. 2 (2023): 86–95. http://dx.doi.org/10.17509/francisola.v8i2.65742.
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RÉSUMÉ. Les compétences de compréhension orale de certains élèves sont difficiles à acquérir. En effet, dans ces compétences, il existe des facteurs qui rendent difficile à écouter, tels que le regroupement, la redondance, les formes réduites de langage, etc. Pour obtenir un bon résultat dans l’enseignement de compréhension orale, l’enseignant doit donner de l'attention aux facteurs qui influencent le processus d’enseignement-apprentissage, tels que l’approche d’apprentissage. L’une des approches utilisées dans l’enseignement des langues est l’approche d’apprentissage basée sur les tâches (Task-based Language Teaching (TBLT). L’approche TBLT augmente l'activité des élèves dans les compétences de compréhension orale. Cette approche est centrée sur l’élève et non sur l’enseignant. Elle encourage les enseignants à créer des tâches qui peuvent offrir aux élèves une variété d’expériences d’utilisation du français. Dans l’approche de TBLT, la tâche de l'enseignant est d'aider les élèves à atteindre les objectifs d'apprentissage liés à la maîtrise des compétences de compréhension orale. Cet article présente un exemple d'apprentissage des compétences de compréhension orale en utilisant l’approche d’apprentissage basée sur les tâches (Task-based Language Teaching (TBLT) dans l'apprentissage des compétences de compréhension orale de français. Mots-clés : approche d’apprentissage basée sur les tâches, compréhension orale, apprendre le français ABSTRACT. Listening skills for some students are difficult to learn. This is because in listening skills there are factors that make listening difficult, such as clustering, redundancy, reduced forms of language, and so on. For obtaining the good result in listening instruction, teacher should give attention in factors influencing the teaching-learning process such as learning approach. One of its used in language instruction is a Task-based Language Teaching (TBLT). The TBLT approach increases student activity in listening skills. This approach is centered on the student, not the teacher. It encourages teachers to create assignments that can provide a variety of experiences for students in using French. In the TBLT approach, the teacher's task is to assist students in achieving the learning objectives of mastering listening skills. This paper presents an example of learning listening skills using the TBLT approach in learning French listening skills.Keywords : Task-Based Learning, listening skills, learning French
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Vu Thi Minh, Tam, and Thao Tran Quoc. "NON-ENGLISH MAJOR STUDENTS’ LEARNING ENGAGEMENT IN TASK-BASED LANGUAGE LEARNING." Journal of Science Educational Science 66, no. 5 (2021): 23–32. http://dx.doi.org/10.18173/2354-1075.2021-0233.
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This paper presents the findings of a quantitative study exploring non-English major students’ learning engagement in task-based language learning (TBLL) in the context of a university in Ba Ria-Vung Tau province. This study involved 200 non-English-major students in answering questionnaires. The SPSS software was employed to process the data. The findings revealed that non-English major students had a high level of learning engagement in TBLL. Three major factors, viz. teacher-related factors, learning contextrelated factors and student-related factors were believed to positively affect their learning engagement in TBLL. Among three factor groups, with their distinctive features, learning context-related factors proved to be the most crucial one in the TBLL class, while teacherrelated factors and student-related factors played an indispensable role in enhancing students' speaking competence and motivating them to speak English. Additionally, this study also showed that the more students got involved in TBLL, the more positively their learning engagement in TBLL was affected by the three named factor groups.
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Malihah, Noor. "The Effectiveness of Speaking Instruction through Task-Based Language Teaching." Register Journal 3, no. 1 (2010): 85–101. http://dx.doi.org/10.18326/rgt.v3i1.85-101.
Full textAbstract:
Speaking is a crucial part of second language learning and teaching. Teaching speaking is not merely to let students to repeat or memorize dialogues, but they should be able to use the utterance to communicate in the real situations. Teachers’ attitudes to respond the students thought and opinion is important, as they should not be forced to speak and putthem in the deep anxiety, but we invite the learners to use any languages in the performance of oral tasks where teachers give a task and learners complete the task. Teachers should be able to create such situations where students hold meaningful tasks that will promote their speaking proficiency. This can be realized when students works with their friends in groups to complete a task. Task-Based approach is the alternate to solve the problem where learning is developed through performing a series of activities as steps towards successful task realization.Key words: Language learning and teaching; speaking instruction; taskbasedapproach
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M., Elizabeth Rani, and Deepalakshmi M. "NEGOTIATING ACTIVITY: LEARNING BY DOING NUANCES IN TASK BASED LEARNING." International Journal of Interdisciplinary Research in Arts and Humanities (IJIRAH) 5, no. 2 (2020): 18–19. https://doi.org/10.5281/zenodo.4075388.
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English has scaled unimaginable heights and has attained unspeakable importance around the world. It is because; the world has become a more global village, and therefore communications, both for business or otherwise have become an integral component of English language. Historically, the premise of the need to speak English gained momentum during the World War II. The British found the need to communicate with the countries around the world in a common language to facilitate the war strategy for its allies. Subsequently, a lot of war Camps became more training centers which pruned the instructions for armaments and communication as well. Since then, the growth, importance and the necessity of English has reached far and wide across the lengths and breadths of the world around.