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2.2 Activity. Task-based Teaching
Requisitos de finalización
Hecho: Ver

Task-Based Learning shifts the focus from teaching content to accomplishing meaningful tasks. In this collaborative activity, you’ll explore its foundations and co-construct knowledge in a shared Wiki. This process encourages both collaboration and independent research.

Learning objective: 

To explore the principles and characteristics of Task-Based Teaching, through its study, to promote its role into language acquisition.

Instructions: 

    Read and take notes from the following articles:
        In Techniques & Principles in Language teaching. From pages 192 to 208
        What is Task-Based Learning? A guide to the popular teaching method.
    Watch the video:
        Task-Based language teaching.
    Look for trustworthy sources to gather additional information. 
    Organize your findings in a Wiki entry that includes:
        Clear headings
        Bullet points for key ideas
        Visual elements (if applicable)
        APA references
    Ensure your contribution is published before the deadline.

Product to be delivered: 

Wiki contribution

Evaluation criteria:

Criterion
	

Score

    The Wiki entry is well-organized, with clear headings and bullet points that make it easy to navigate and understand the key principles of Task-Based Teaching.

	

25%

    The entry effectively explains the principles and key characteristics of Task-Based Teaching, based on the readings, video, and additional research.

	25% 

    The Wiki entry incorporates additional trustworthy sources, demonstrating a comprehensive understanding of Task-Based Teaching and enhancing the entry’s quality.

	10% 

    The entry includes visual elements (if applicable) that support the content and enhance the readability and engagement of the Wiki.

	10% 

    All references are properly cited in APA format, providing credit to the sources used to support the information presented in the Wiki entry. 

	10% 

    The student contributes meaningfully to the collaborative aspect of the Wiki by providing valuable content and engaging with other classmates’ contributions.

	 10%

    The Wiki entry is submitted on time, with the entry published before the deadline and in the correct format.

	 10%

Total
	

100%

Resources: 

    Larsen-Freeman, D. & Anderson, M. (2011). The Grammar-Translation. In Techniques & Principles in Language teaching (3rd. edition, 192-208). Oxford University Press. https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-language-teaching.pdf

    Cornell Center for Teaching Innovation. (2023). Task-Based language teaching [Video]. YouTube. https://www.youtube.com/watch?v=N2yrhgCZa3I

    Kawasaki, J. (2024). What is Task-Based Learning? A guide to the popular teaching method. BridgeUniverse - TEFL Blog, News, Tips & Resources. https://bridge.edu/tefl/blog/what-is-task-based-learning/

Task-based Teaching

TASK-BASED TEACHING

In 1976 Wilkins distinguished between two types of syllabi: synthetic syllabi and analytic syllabi. Synthetic syllabi involves grammar structures, vocabulary items and fuctions, here the units are ordered logically in a sequence from simplicity to complexity while analytic syllabi are organized in terms of the purposes for which people are learning language. The task- based teaching syllabus is composed of tasks, tasks which must be meaningful and doing them students need to communicate, students use the problem-solving negotiation. The task-based teaching is an example of communicative approach because language is acquired through use. Task-Based Language Teaching (TBLT) is a learner-centered approach to language instruction that emphasizes the use of authentic, meaningful tasks to promote language acquisition. Rather than focusing on the explicit teaching of grammar and vocabulary, TBLT encourages students to engage in real-world tasks that require communication, problem-solving, and collaboration.

Task-based syllabi have been critized for the absence of grammatical items. Some characteristics can me mentioned:

- Class activities show clear purpose and outcome.

- Teacher supplies the correct  target form by reformulating or recasting what the students have said.

- Teachers' goal is to facilitate students' language learning by engaging them in a variety of tasks that have a clear outcome.

- The teacher's role is to choose tasks and monitors students performance.

- The students' role is to communicate with peers to complete the task.

The benefits of TBLT are:

    Enhanced Engagement: By focusing on meaningful tasks, students are more motivated and engaged in the learning process. 

    Improved Fluency: Regular practice in authentic communication helps students develop greater fluency and confidence in the target language.

    Development of Soft Skills: TBLT promotes collaboration, critical thinking, and problem-solving abilities.


Resources:

    Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
    Larsen-Freeman, D. & Anderson, M. (2011). The Grammar-Translation. In Techniques & Principles in Language teaching (3rd. edition, 192-208). Oxford University Press. https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-language-teaching.pdf
    Cornell Center for Teaching Innovation. (2023). Task-Based language teaching [Video]. YouTube. https://www.youtube.com/watch?v=N2yrhgCZa3I
    Kawasaki, J. (2024). What is Task-Based Learning? A guide to the popular teaching method. BridgeUniverse - TEFL Blog, News, Tips & Resources. https://bridge.edu/tefl/blog/what-is-task-based-learning/

Key features of Task-based Teaching

1. Focus on meaningful communication:

-Students use the language to complete real or simulated tasks, like ordering food, writing emails, or planning a trip.

-The goal is communication, not just grammar accuracy.

2. Learner-centered:

-Students are active participants. Teachers act more as facilitator than lecturers. 

3. Use of Real-Life tasks:

-Tasks resemble real-world situations. Examples include:

            -Making a phone call.

            -Booking a hotel room.

            -Creating a group presentation.

             -Solving a problem in a group. 

4. Focus on fluency first, accuracy later:

-Students first try to use the language freely.

-After the task, the teacher may correct errors or highlight useful grammar/vocabulary. 


Typical Task-Based Lesson Structure:

1. Pre-task:

-Teacher introduces the topic and prepares students.

-Vocabulary or strategies may be previewed.

2- Task:

-Students perform the task in pairs or groups.

Focus is on using the language to communicate and complete the task.

3.Post-task:

-Class discusses how the task went.

-Teacher gives feedback and may highlight correct or improved language use.

ELLIS, R. (2018). GOOGLE ACADEMICO. Obtenido de REFLECTIONS ON TASK-BASED LANGUAGE TEACHING: https://books.google.com.mx/books?hl=es&lr=&id=OMJ2DwAAQBAJ&oi=fnd&pg=PA7&dq=task+based+language+teaching&ots=ynJhLnCw8O&sig=VG0W6cFFolBz3GaZi41RtNCYKpM#v=onepage&q=task%20based%20language%20teaching&f=false

 

Task-Based Language Teaching (TBLT), is a communicative approach to language teaching that emphasizes the use of authentic language and meaningful tasks to promote language acquisition. It emerged from the used of Communicative Language Teaching (CLT) paradigm and has gained an important place as a method that shows the natural language use in real-world contexts. This approach aligns with constructivist theories of learning and emphasizes learning by doing, making it particularly effective in second language (L2) acquisition.

Principles of Task-Based Teaching: Meaningful Communication, Learning through Doing, Focus on Form in Context, Student-Centered Learning, Authentic Assessment.

Characteristics of Task-Based Teaching: Tasks as the Core Unit of Planning and Instruction, Three-Phase Framework (pre task, task cycle, post task), Interaction-Driven Learning, Use of Authentic Materials, Use of Authentic Materials.

The Role of TBLT in Language Acquisition: Promoting Communicative Competence, Input and Output Hypotheses, Noticing and Consciousness-Raising, Affective Factors and Motivation, Development of Fluency and Accuracy Over Time

Resources: 

    Larsen-Freeman, D. & Anderson, M. (2011). The Grammar-Translation. In Techniques & Principles in Language teaching (3rd. edition, 192-208). Oxford University Press. https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-language-teaching.pdf
    Cornell Center for Teaching Innovation. (2023). Task-Based language teaching [Video]. YouTube. https://www.youtube.com/watch?v=N2yrhgCZa3I
    Kawasaki, J. (2024). What is Task-Based Learning? A guide to the popular teaching method. BridgeUniverse - TEFL Blog, News, Tips & Resources. https://bridge.edu/tefl/blog/what-is-task-based-learning/
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Task-Based Language Teaching (TBLT)

Definition
TBLT is a communicative pedagogy focusing on authentic tasks—meaningful, goal-oriented activities using real language—to foster fluency, confidence, and real-world language use
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Origins

    An offshoot of Communicative Language Teaching (CLT)
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    Influenced by research like the Bangalore Project (Prabhu, 1987) emphasizing natural acquisition through task engagement
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✅ Key Characteristics

    Meaning over form: Primary focus is on successful communication, not grammatical perfection
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    Real‑world relevance: Tasks mirror authentic situations (e.g., booking appointments, interviews)
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    Outcome‑based assessment: Evaluation based on completion of task, not error counts
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    Cognitive engagement: Requires planning, problem-solving, decision-making
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    Integrated skills: Tasks often combine reading, writing, listening, speaking
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🧩 Task-Cycle Stages

    Pre‑task

        Teacher introduces context, objectives, preparatory language or strategies

        May include model tasks or guided planning
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    Task Performance

        Students (in pairs/groups) attempt the task communicatively

        Teacher monitors, offers support only when necessary
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    Post‑task Review

        Presentation of outcomes, peer and teacher feedback

        Focus on reflection, form correction, analysis of language use
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Visual: cycle maps illustrate this three-phase structure
⭐ Principles Underpinning TBLT

    Reliance on authentic, meaningful tasks

    Active learning, with students leading the communication
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    Use of real-world materials (e.g., forms, conversations, videos)
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    Emphasis on recycling language through repeated task cycles
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    Progression from reproduction to creation—students create rather than imitate

    Structured opportunities for reflection and evaluation
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🎓 Benefits & Challenges

Advantages

    Boosts fluency and real-world communicative ability

    Enhances learner engagement and motivation

    Encourages learner autonomy and confidence
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Challenges

    May underemphasize grammar and form

    Beginners might struggle without sufficient scaffolding
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    Requires skilled task design to balance authenticity and accessibility

🎥 Video Summary

Provides a clear overview of TBLT methodology, with classroom examples and practical tips.
🧰 Practical Implementations

    Classroom example: Booking a doctor’s appointment using only the target language; includes pre-task vocabulary prep, role-play, and feedback
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    Project example: Students collaborate to create a short video or comic strip, integrating multiple skills and reflecting on their process
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📚 Influential Scholars

    Rod Ellis: Defined tasks by meaning-focus and real-world outcome; highlighted cognitive processes
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    Martin Bygate: Emphasized pedagogical tasks and learner negotiation
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    Jane Willis, Prabhu, Long, Willis: Pioneers of TBL frameworks and curriculum designs
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📌 Summary Points

    TBLT places authentic tasks at the heart of language instruction

    Learners build fluency, autonomy, critical thinking

    Effective for intermediate+ learners; success hinges on task design and supportive scaffolding

    A reflective, iterative approach helps refine communicative competence

📖 References (APA)

    Bridge Education. (n.d.). What is task-based learning? A guide to the popular teaching method. Bridge.

    Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

    Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

    Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.

    Willis, J. (1996). A framework for task-based learning. Longman.

    “Aprendizaje de idiomas basado en las tareas.” (2025, enero). In Wikipedia, La enciclopedia libre. Recuperado de https://es.wikipedia.org/wiki/ …

    Sanako. (n.d.). An intro to the Task-Based Language Teaching methodology.

Feel free to suggest edits, add more visuals, or adjust formatting to meet your wiki’s style guidelines. Let me know when you're ready to publish!