Task-Based Learning (TBL): A Complete Guide

Task-based learning (TBL), or task-based language teaching (TBLT), is an instructional approach in language education focusing on natural speech and fluency.

TBL is rooted in the idea that language learning is best learned when students are engaged with real-world scenarios and contexts.

It’s definitely one of the most popular methods for learning foreign languages today, but it isn’t without its challenges and drawbacks.

Let’s see what it’s all about.

What is Task-based learning (TBL)

Task-based learning (TBL) is a teaching approach focusing on using your target language while doing meaningful tasks.

The idea behind TBL is that language learning is most effective when you are engaged in authentic tasks replicating real-life scenarios. You are involved with performing tasks that require the use of your target language, promoting natural, meaningful, and functional language use.

In traditional methods, we often focus on studying grammar and vocabulary in isolation. In TBL, the focus is on completing the task rather than on the language itself. This idea is that you will acquire the language naturally.

One of the key features of TBL is that it is student-centered. The teacher often takes a backseat role during classes and will only facilitate communication and provide support during the tasks.

These tasks can range from simple classroom simulations and roleplays, like ordering food in a restaurant, to more complex ones, such as planning a trip or conducting a survey.

TBL came about in the late 20th century and is often seen as a branch of its older brother, communicative language learning (CLL). One of the main developers of the method was professor N. S. Prabhu, who argued that students learn best when they are engaged in meaning-focused activities, rather than form-focused exercises.

Practical application

Task-based learning exercises are usually done in three stages:

1. Pre-task: In this stage, you are given the task instructions. The teacher discusses the topic, providing necessary vocabulary and structures. The main goal is to prepare you with the necessary knowledge to complete the task.

2. Task: You will perform the main task in this stage. This involves planning, executing, and reporting on the task. The teacher is encouraged to have minimal involvement during this phase. It’s important that you (and the other students, if there are any) communicate and engage with the language naturally.

3. Post-task and review: Once the task has been completed, the students will review it with the teacher. This not only allows you to reflect on and study the task and its challenges but also gets you feedback from the teacher.

This is the standard formula when using TBL for language learning. It’s important to note that these exercises doesn’t have to be short one-time activities, but can also be prolonged over several lessons.

Types of tasks

N.S. Prabhu suggests three types of tasks: information-gap, reasoning-gap, and opinion-gap.

These three task types have become the foundation of TBL. However, additional types have been introduced by other professors and linguistics.

Information-gap

In these exercises, two or more students must exchange information with each other in order to complete the task. This is usually done by providing the students with different pieces of information that they must communicate to solve the problem.

Example: one student receives a map with certain locations marked, and another student has a list of places to find. They must communicate to fill in the gaps.

Reasoning-gap

In these activities, the students will be given information from which they can derive new information through reasoning. The teacher will provide the students with a set of clues that help them solve a question, mystery, or puzzle.

Example: The teacher puts a few objects on the table or draw illustrations on the blackboard that represent a specific country. Based on these illustrations or objects, the students should try to figure out which country it is.

Opinion-gap

In these activities, the students should identify and articulate personal preferences, attitudes, or feelings toward a thing, situation, or idea. This gives the students the opportunity to express and justify their opinions and preferences in their target language.

Example: The students are supposed to choose a movie to watch together, but they all must agree to one. Together, they will discuss what they like, dislike, and prefer in order to pick a suitable film.

Example 2: The teacher gives the students a topic they will form a discussion around.

These three main activities form the foundation of TBL. Some professors and linguistics have added other types of tasks as well, but they can often fit into any of the above categories, for example:

• Problem-solving tasks
• Decision-making tasks
• Roleplay tasks
• Narrative tasks
• Creative tasks
• Comparison tasks

Benefits of task-based learning

Task-based learning offers a dynamic and engaging environment, which aligns with our current understanding of how language is best acquired.

Here are some of the main advantages of using TBL:

Highly engaging: Most exercises and activities are interactive and engaging, making learning enjoyable and motivating. TBL stands in direct contrast with traditional methods, where you are expected to sit by the school bench with your nose in a textbook.

Real-world relevance: Tasks are often designed to reflect real-life situations, helping students see the practicality of their learning. Most things taught can be applied directly to the real world.

Improved communication skills: Communication reigns supreme in the TBL approach. Speaking and listening are central, which encourages fluent and natural speech. The idea is that you will be able to communicate with native speakers rather quickly.

Contextualized learning: In TBL, you will learn language through context. Vocabulary and sentence structures will be learned and practiced through real-life communication, not by memorizing words and grammar rules in isolation.

Challenges of task-based learning

While TBL is being used worldwide and is praised for its efficiency in language acquisition, it is not without its challenges.

One potential drawback of task-based learning is that students might not effectively incorporate new vocabulary and structures introduced during the pre-task stage.

Although the teacher presents new language elements before the task, once students begin working on the task itself, they receive limited guidance and support from the teacher. Consequently, students might rely primarily on familiar words and structures they already know, rather than actively employing the newly acquired vocabulary.

This tendency to fall back on existing language knowledge can hinder the integration and practice of the target language presented in the pre-task phase.

Another critique is that this way of learning may lead to the development of fossilized errors, if not addressed properly.

Who is task-based learning for

Task-based learning is a quite unique method for language learning. Often times, people either love it or hate it. Here’s a general idea of who TBL might be suitable for.

It can be great for:

• People who thrive in interactive and engaging environments
• People who enjoy problem-solving and real-world application
• Students who prefer an active and communicative approach
• Students who enjoy student-centered methods

It’s not ideal for:

• People who prefer structured, teacher-led approaches
• People who prefer traditional grammar and vocabulary drills
• Students who need direct guidance and constant feedback