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1.Background:
TBLT started in the 1970s, when scholars argued that
language instruction should teach both grammar and meaning
(Skehan, 2003). Prabhu as is one of the first proponents for
tasks or TBLT as he started the approach in teaching secondary
school classes in Bangalore, India in the 1970s (Ellis, 2003; Long
& Crooks, 1992; Shehadeh, 2005). That is how TBLT began to be
recognized and widely discussed in language teaching and
research in Second Language Acquisition (SLA).
Others such as Willis (1996) believe that TBLT develops from
communicative Language Teaching (CLT), which dominated
since the 1970s, because TBLT shares several similar principles
with CLT.
TBLT has originated from CLT; nevertheless, it has its own
rationales from different philosophies and approaches toward
language instruction. Crooks and Gass (1993) claim that TBLT is
mainly used in two areas: first, as an aspect of the research
methodology used in studies of second language acquisition
(SLA). from the beginning of the 1980s, and second, as a
concept used in second language curriculum design from the
middle of the 1980s (p.1). Recently Samuda and Bygate (2008)
go beyond by arguing that classroom learning should be
connected with students personal experiences, or classroom
teaching should be authentic. The implication is that we need
to seek out new ways of teaching so that the content is
accessible, useful and relevant given the levels of experience
and understanding of learners (Samuda & Bygate, 2008, p.
20).
Defining tasks:
Task in TBLT has been defined in various ways. From the
1980s up to now, more than 20 definitions of task have been
2. Steps in TBLT:
1) Pre-task
it concerns the various activities that teacher
and students can undertake before they start the
task.
2) During task
it centers around the task itself and various
instructional options.
3) Post-task
it involves procedures for following up on the
task performance.
Examples of options
Phase
A- Pre-task
B- During task
C- Post-task
Number of participants
Learner report
Consciousness-raising
Repeat task
And whats more, if time permits, before the end of the class,
teachers should select forms that students used incorrectly
while performing the task or useful or natural forms that
students failed to use at all. As the post task stage is needed
to counter the danger that students will develop fluency at the
expense of accuracy.
Principles of Task-based lesson:
It is highly important as teachers to ensure that the decision
they make when designing a task-based lesson are principled
ones. And here are the principles:
Principle 1: ensure an appropriate level of task difficulty
Principle 2: establish clear goals for each task-based lesson
Principle 3: develop an appropriate orientation to performing
the task in the students.
Principle 4: ensure that students adopt an active role in taskbased lessons
Principle 5: encourage students to take risks.
Principle 6: ensure that students are primarily focused on
meaning when they perform a task