Task-Based English Language Teaching (TBLT)

What is it about?

This paper discusses a lesson plan proposal for a task based language teaching approach supplemented by its critical rationale and evaluation. It reflects the English Language Teaching (ELT) context in Indonesia based on the personal background knowledge of the author and a long list of relevant references. The lesson plan was created accordingly to Willis‟s (1996) task-based framework by integrating some principles proposed by Nunan (2004). Furthermore, the four principle o f learning conditions suggested by Willis (1996) are well considered in order to ensure successful learning. It also provides sufficient modelling and substantial amount of opportunity for a recycling process. Thus, expected objectives of the lesson are projected to be achieved where students are able to understand the intended language form with meaning and context incorporated as well as automaticity in language production. Nonetheless, the author also reviews its weaknesses critically.

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Photo by NeONBRAND on Unsplash

Photo by NeONBRAND on Unsplash

Why is it important?

Tasks are concerned with the pragmatic meaning, then the students as participants need to act as language users instead of language learners to simulate real world activities. The three definitions above focus on language outcome, language activation, and language meaning separately which can be compiled in a more comprehensive definition where a task is proposed as „a pedagogical task‟ which occurs in the classroom that enforces learners in „comprehending, manipulating, producing or interacting‟ in the target language while focusing in delivering meaning.

Perspectives