PROCEDURE REFERENCES TASK-BASED LAN-

GUAGE TEACHING
• https://www.myenglishpages.com/blog/tas
k-based-language-teaching-tblt/

• Brown, H. D. (2007).Teaching byPrinci-

ples: An Interactive Approach toLanguage
Pedagogy (3rd edition). USA:Pearson
Longman.

• https://www.ukessays.com/essays/english-
language/some-advantages-and-
disadvantages-of-tbl-english-language-
essay.php
• In TBLT, a topic is introduced by the
teacher with discussions, games or Brigith Lorena López Armero
vocabukary activities.
Geraldine Linares Rodríguez
• Then, the teacher gives the inatruc-
tions to start with the task and during David Rodríguez Benítez
the task, the teacher is the monitor
and also is who corrects the mistakes.

• Finally, after the tasks, the teacher

and the students don an análisis of
Degree in Spanish, English and
results.
French.
 APPROACH
TBLT is based on activities and tasks de-
pending the experience of the learner, the
TBLT also is focused in the communica-
tion skills engaged in the activities or tasks.
These activities or tasks consider the
meaning as an essential aspect in the pro-
cess of languange teaching.
Theory of language: TBLT emphasizes in
the vocabulary and the meaning using
tasks. In that way, the tasks and vocabulary
include not only words but also phrases or
sentences that appeal comminicative com-
petences.
Theory of learning: The goal of teaching
is to activate these processes with conver-
sation where students produce comminica-
tive messages and exchange information
with a communicative purpose.
DESIGN Learner roles: The students are active and
tends to be a risk-taker in the situations tha
the teacher give to them. Althought, the lear-
Objectives:
ner is who participe with his knowledge ac-
The objective of TBLT is to generate a com-
cording to the task or activity.
municative competence with a motivation
and flexibility in the learner process.
The syllabus: A TBLT syllabus specifies
the tasks that should be carried out by lear-
ners inside the program.
Types of learning and teaching activities:
• Jigsaw tasks
• Information gap tasks
• Problem-solving tasks
• Decision-making tasks Teacher roles: The teacher has to be motiva-
• Opinion exchange tasks tor and also has to prepare the learners for
tasks with efficiency. The tasks have to be
completed by the teachers with linguistic re-
sources.