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Concourse 2

Task-based Language Teaching (TBLT)


The usual name for this approach to teaching language is Task-based Learning (TBL) but you will also find it called Task-based Language Learning (TBLL), Task-based Language Teaching (TBLT) or Task-based Instruction (TBI).  Here we will refer throughout to TBLT.



The usual primary source is the work of N Prabhu (1987) who developed a theory of TBLT while working in Bangalore, India.
This approach is based on his idea (or realisation) that learners of English (or any language for that matter) can just as well learn the language by focusing on non-language-based tasks as they can when explicitly being taught the structures and functions of the language.  Hence the name although Prabhu generally refers to what he calls a procedural syllabus (i.e., one based on doing things rather than overtly learning things).
The approach grew out of a frustration with the usual form of syllabus (a list of functions and/or structures to learn) and its replacement with a syllabus which consisted of tasks to achieve in the language, such as finding out travel times and options and solving other everyday problems.



Task-based language learning rests on three assumptions (which are common to all Communicative Language Teaching):

  1. Real, meaningful communication is essential for language learning if the aim is to improve communicative competence
  2. Using the language to do tasks aids learning and memorisation of language patterns and functions
  3. The language used in the classroom needs to be meaningful to the people using it


The elements of TBLT

The following is a brief run-down of the major characteristics of a TBLT approach.  It should be noted now that among proponents of the approach there are quite marked differences of opinion concerning what are and are not the most important characteristics of TBLT.



The objective of the approach is set within with Communicative Language Teaching (of which TBL is sometimes considered a subset) and is primarily to improve communicative competence by getting learners to solve a task or set of problems by communicating together in the target language, refining their production and presenting their findings.


Characteristics of tasks

According to Ellis (2009: 223) a task has to satisfy 4 criteria to qualify as a task in this context:

  1. The primary focus should be on ‘meaning’ (by which is meant that learners should be mainly concerned with processing the semantic and pragmatic meaning of utterances).
  2. There should be some kind of ‘gap’ (i.e. a need to convey information, to express an opinion or to infer meaning).
  3. Learners should largely have to rely on their own resources (linguistic and non-linguistic) in order to complete the activity.
  4. There is a clearly defined outcome other than the use of language (i.e. the language serves as the means for achieving the outcome, not as an end in its own right).

Ellis goes on to note that traditional, language-based classroom tasks may satisfy the second and third of these criteria, insofar as information-gap exercises and the setting of a task at the beginning of a test-teach-test approach to lesson design.  However, criteria 1 and 4 are exclusive to the taking of a TBLT approach.


Tasks types

A task need not be elaborate and it need not be the basis for a lengthy lesson or series of lessons.  Here are some examples of tasks:

  1. Filling in an application form
  2. Planning a day trip
  3. Learning the rules of a card game and playing it
  4. Calling a help line
  5. Planning a new government and constitution
  6. Planning ways to end war and ensure universal peace and harmony throughout the galaxy

None of these is a language task per se so we need to distinguish between what we commonly call tasks in the classroom such as vocabulary matching exercises and gap-fill texts which are overtly language based and tasks which are overtly non-linguistic.  TBL focuses on non-linguistic tasks.



Some critics of TBLT have pointed out that not all tasks are of the type which parallel the kinds of things learners will have to do in real life and that, therefore, they lack authenticity (tasks 5 and 6 above are obvious targets of this kind of criticism).
There are, however, two types of authenticity:

  1. Situational Authenticity refers to how realistic a task is in terms of its content and aims.  For example, few learners may ever need to cooperate in English to plan a day trip or play a card game, let alone plan a nation's constitution so, the criticism goes, TBLT often lacks authenticity.
  2. Interactional authenticity refers to how realistic in terms of language use, the task is.  For example, if the task evinces a need to negotiate meaning with others, enquire and suggest etc., then it may be persuasively argued that TBLT is authentic in those terms.

It is, in some circumstances, for example, in the context of learning English for Academic purposes, possible to attain good levels of authenticity on both ways by setting tasks in which the outcomes will simulate real-life tasks that the learners will need to perform later in their studies as well as ensuring that the level of interactional authenticity is appropriate in terms of the generalised skills such learners will need to master, such as giving and responding to presentations, taking turns in seminars and researching prior to reporting findings etc.


Examples of types of task

Willis (1998) identifies the following and claims that any topic can form the basis of any of the task types:

Task type Examples Challenge level
Sharing personal experiences and anecdote telling Tell your partner about you first car Low
Listing Make a list of 6 things you know about cars and 6 things you know about bicycles Low
Comparing and matching tasks Compare the characteristics of cars with bicycles Low to medium
Ordering, sorting and classifying tasks Now classify the list into good and bad aspects with the best first and the worst last Medium
Problem solving tasks Come up with six ways of making a city less car friendly and more bicycle friendly Medium to high depending on the learners' likely familiarity with the topic or need for research
Creative tasks and Project work Write a formal plan for your town council to make the town less car friendly and more bicycle friendly Medium to very high depending on the learners' likely familiarity with the topic or need for research

Pick a topic close to your heart and see if you can come up with a task in each of these categories.


Focused and unfocused tasks

There is some debate within TBLT circles, and beyond them, concerning the degree of focus which tasks may legitimately have.
In a more traditional approach, the nature of tasks and the reasons for doing them in order to practise particular language items or subskills is made clear.  For example:

You are now going to practise turn-taking skills by debating an issue in groups of three.  Don't forget to signal how you give up your turn and how you show that you would like to take a turn.


Talk to your partner to plan a perfect holiday saying what you think you should include and saying why you think it's a good idea.  For example, "We should go to ... because it'll be a chance to ..." and so on.

These are what is sometimes called situational skill or grammar exercises inasmuch as the explicit focus is made clear to the learners and they know what it is, linguistically, they are supposed to do or practise.
It is sometimes claimed, therefore, that focused tasks are outside the remit of TBLT.

However, it is also claimed that within TBLT, tasks can be both focused, demanding the deployment of particular language items of subskills or unfocused, demanding only general communicative competence and practice.
Of the examples above, it is arguable that retelling an anecdote is a task which is close to being a practice routine for spoken, informal narrative tenses and behavioural process verbs, place and time adjuncts etc.
It is much less easy to predict or alert learners to the sorts of language they will need or skills they need to deploy in the more demanding tasks.
Focused tasks are therefore included, providing they satisfy the four criteria stated by Ellis above if:

the target linguistic feature of a focused task is ‘hidden’ (i.e. learners are not told explicitly what the feature is).
(Ellis, op cit.)

The difference is one of orientation.



There is something of a small controversy here because authorities differ on the ordering of a lesson procedure.  There are essentially two choices and which is suggested depends to a large extent on how pure the practice is intended to be.  A pure form of TBLT which presumes that simply doing tasks will lead to language acquisition with no overt teaching will exclude from the teaching-learning cycle and suggestion of explicit language teaching.
There are, therefore, two approaches which can be taken although there will be variations within each:

Procedure 1 Procedure 2
procedure 1 tbl procedure 2 


  1. In either procedure, the content of the stages is much the same.  The pre-task stage may include the learners being exposed to an example of how to tackle the task, especially if it is of the more complex, cognitively demanding sort.
  2. In procedure 1, language is not the focus until after the task is complete which chimes better with the approach's spirit but forces the teacher to react very flexibly to the language which has emerged and become the lesson's targets.
  3. In procedure 2, the teacher must be careful to plan the sorts of language presentation and their targets with regard to the exact nature of the task.  This is not a straightforward endeavour.
  4. In both cases, the report stage can take many forms.  The report may be oral, digitally presented, in the form of a poster or booklet presentation or it may contain elements of all of these.
  5. During the task-completion and report-planning stages, the teacher needs to be very active indeed, supplying needed language, intervening to smooth communication, micro-teaching and acting as a source of ideas and information.  The teacher should get out of the way in the report-presentation phase.
  6. Evaluation occurs at the end of the task and is based on how well the task has been achieved, not the accuracy of the language employed to do it.


Claimed advantages

Multiple language focus
Unlike many approaches, learners are free to deploy as much language as they need rather than focus on particular structures, lexis and other items.  This blending of language more closely resembles real-life language use than does the focus on individual items which a 'normal' lesson has.  See, too, the comments above concerning authenticity.
The content is relevant and personalised
Each group of students will have their own ways of tackling tasks and their own ideas to input.  Making language personal, it is claimed, makes it memorable.
It is learner centred
Compared to a traditional lesson (whatever that may be), the teacher's role is reduced and the majority of the time is spent with the learners constructing meaning together.
It is suitable for mixed ability groups
Clearly, groups can be formed which are nearly homogenous in terms of level even in large classes with mixed levels.  These groups can work at their own pace and with language they can confidently deploy.  Groups can even be working on different tasks simultaneously.
Many students enjoy the practical nature of tasks and the opportunity to use their imaginations and personal skills.



For certain types of students (those studying for examinations, elementary learners etc.), TBL is often not seen as appropriate because it demands little focus on accuracy and requires language skills above the level of many.  Grading the task may help but may not entirely meet these criticisms.
Tasks are usually set to whole classes.  They may not interest all the students so the advantages of personalisation and motivation are lost.
Language form
The teaching of language form is problematic.  If it comes at the outset (see Procedure 1), it may not be relevant to what emerges as the task is tackled.  If it comes at the end, there is a sense that the cart is before the horse because learners will feel frustrated at only later being taught the language they need.  Avoiding both these drawbacks requires highly skilful, proactive and reactive teaching.
This is a key criticism.  Task-based learning requires learners to use language, certainly, but it is language they already know.  If the learners receive little or no input on which they can work, how is any learning to be achieved?  Swan (2005) put it this way:
I suggest that naturalistically-biased approaches are, in important respects, pedagogically impoverished, favouring the development of what is already known at the expense of the efficient teaching of new language.
Learner styles
The approach appeals in particular to learners whose preferred style involves being active and getting things done.  More reflective, more form-focused and less confident learners may not benefit from the opportunities to negotiate outcomes in the same way, if at all.
It is not clear in many TBL lessons that real learning of new language is taking place.  Learners may simply be deploying language they already command.  Practice is happening; learning is not.



TBL is undoubtedly very influential, especially in communicative language teaching approaches because of its clear 'fit' with many of the tenets of CLT.  Few courses in this tradition lack any element of task-based learning and some courses depend almost entirely upon the approach.
It should also be noted, however, that taking a TBL approach is different in terms of focus and complexity from just using tasks to practise what has been taught.  Handing out a worksheet task is not evidence that you are taking a task-based approach.


And finally ...

As befits the subject, there's no test on any of this but there is a task.  Your task, should you choose to accept it, is to plan and carry out two task-based lessons on the same topic.  The topic can be anything, but 'education' is a good place to start because everyone is familiar with it and most people have ideas about how it is best done (uninformed and sometimes daft, though they may be).  Choose from Procedure 1 or 2 above (or use both).

  1. The first is simple.  All you need to do is design and carry out a listing and matching / comparison task which will take around 40 minutes and get you and your learners accustomed to a task-based approach.  Something like 'The best 5 and worst 5 things about my school / school days' or 'The advantages and disadvantages of schools in general' or whatever else will interest and intrigue your learners is one idea.
  2. The second is more challenging.  In a following series of lessons, plan and carry out a project-based task in which the learners will have to produce a thought-through set of ideas and solutions based on the topic area you have chosen and plan and present their findings to the rest of the group in some way – posters, PowerPoint presentations, oral presentations or a combination of all these ways.
  3. At the end, your task is to evaluate how the procedures went, what was learnt and how well (or otherwise) the approach was received by your learners.
    (If you are preparing for Module Two of the Cambridge Delta, this is an ideal way to do the Experimental Practice part of the Professional Development Assignment.)

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Ellis, R, 2009, Task-based language teaching: sorting out the misunderstandings, in the International Journal of Applied Linguistics Vol. 19 No. 3
Prabhu, NS, 1987, Second language pedagogy, Oxford: Oxford University Press
Richards, J and Rodgers, T, 2001, Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press
Swan, M, 2005, Legislation by Hypothesis: The Case of Task-Based Instruction, Applied Linguistics, 26 (3): 376-401.
Willis, J, 1998, Task-Based Learning: What Kind of Adventure? available from http://jalt-publications.org/tlt/articles/2333-task-based-learning-what-kind-adventure [accessed November 2014]
Willis, J, 1996, A framework for task-based learning, Harlow: Longman Addison-Wesley