Task-Based+Language+Teaching

Mar. 2010, Volume 8, No.3 (Serial No.78)

US-China Foreign Language, ISSN 1539-8080, USA

A study on Task-based Language Teaching: From theory to practice
Siros Izadpanah
(English Department, Islamic Azad University of Zanjan Branch, Islamic 45139-76615, Iran)

Abstract: The aim of this paper is to introduce Task-based Language Teaching (TBLT), to carry out the method of TBLT in Englishclasses and to create a real purpose for language use and provide a natural context for language study. Considering the principles of TBLT (i.e., authentic, learner-centered, using language, intentional and interactive), it seems tasks as classroom undertakings that are intended to result in pragmatic language use. Tasks are a central component of TBLT in language classrooms because they provide acontext that activates learning processes and promotes L2 learning. It is important to remember that TBLT is an approach rather than a method. It assumes that the teacher respects the students as individuals and wants them to succeed. It also acknowledges that motivation, attitudes to learning, students’ beliefs, language anxiety and preferred learning styles, have more effect on learning thanmaterials or methods. We therefore need to take these into account in classrooms, taking advantage of the opportunity TBLT gives teachers to promote a student-centered learning environment. Teacher-centered controls, threats, rewards and restrictions are not an effective means of stimulating learning, since no-one can be forced to learn. If we can instead stimulate a need to learn, and a desire tolearn, based on unconditional respect and mutual trust, learning will take place in an enjoyable and facilitative way. Key words: task; TBLT; task-based; classroom practice

1. Introduction
With the advent of the communicative language teaching approach in the early 1980s and much emphasis on learners’ communicative abilities over the last two decades, the term Task-based Language Teaching (TBLT)came into prevalent use in the field of Second Language Acquisition in terms of developing process-oriented syllabi and designing communicative tasks to promote learners’ actual language use. Within the varying interpretations of TBLT related to classroom practice, recent studies exhibit three recurrent features: TBLT is compatible with a learner-centered educational philosophy (Ellis, 2003;Nunan, 2005; Richards & Rodgers, 2001); it consists of particular components, such as goal, procedure, specific outcome (Murphy, 2003; Nunan, 2004; Skehan, 1998); it advocates content-oriented meaningful activities rather than linguistic forms (Beglar & Hunt, 2002; Carless, 2002; Littlewood, 2004). Since then, continued theory building and an ever growing body of empirical research has brought thisfield of interest to full maturity, a fact that is impressively demonstrated by research overviews in book length (Ellis, 2003) and several edited volumes (Bygate, et al., 2001; Leaver & Willis, 2004; Edwards & Willis, 2005; Ellis, 2005; van den Branden, 2006; Garca Mayo, 2007). Since the early days, the primary goal of TBLT has been, firstly, to describe, to analyze and to predict the language useand the communicative patterns learners are engaged in when accomplishing a task; and secondly, to
Siros Izadpanah, lecturer of English Department, Islamic Azad University of Zanjan Branch; research field: English language teaching. 47

A study on Task-based Language Teaching: From theory to practice

determine the contribution of these communicative patterns to Second Language Acquisition.In this respect, TBLT addresses questions which are at the center of attention in Second Language Acquisition research. These are concerns, such as the relationship between target language perception, processing, production and language learning. The central goal, then, was to establish a close relationship between a certain learning environment (the task), a communicative behavior resulting...